The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach
Open accessAbstract
The early adolescent years are characterized by a negative shift in motivational orientation for a number of children. It has been suggested that this change is related to differences between the learning environments in elementary and middle level schools. In particular, some goal theorists have suggested that middle level schools stress performance goals more and task goals less than do elementary schools. In this study, comparisons based on survey data indicated that middle school teachers and students perceive the school culture as more performance-focused and less task-focused than do elementary teachers and students. In addition, elementary school teachers use instructional practices that emphasize task goals, and endorse task-focused achievement goals for their students, more than do middle school teachers. A perceived stress, in the school, on task goals predicted self-efficacy both for teachers and students, whereas a perceived stress on performance goals was unrelated to self-efficacy.
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Citations
Cites
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Cited by
Academic Self-Concept and Self-Efficacy: How Different Are They Really?
Bong, M., & Skaalvik, E. M. (2003) · Educational Psychology Review · doi:10.1023/a:1021302408382 · Cited by 1,994
Clarifying Achievement Goals and Their Impact.
Grant, H., & Dweck, C. S. (2003) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.85.3.541 · Cited by 1,434
Roeser, R. W., Midgley, C., & Urdan, T. (1996) · Journal of Educational Psychology · doi:10.1037//0022-0663.88.3.408 · Cited by 1,353
Self-citationRyan, A. M., & Patrick, H. (2001) · American Educational Research Journal · doi:10.3102/00028312038002437 · Cited by 1,315
Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?
Midgley, C., Kaplan, A., & Middleton, M. (2001) · Journal of Educational Psychology · doi:10.1037//0022-0663.93.1.77 · Cited by 1,304
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Metadata
- Authors
- Midgley, C., Anderman, E., & Hicks, L.
- Venue
- The Journal of Early Adolescence
- Publisher
- SAGE Publications
- Published
- 1995-02
- Volume
- 15
- Issue
- 1
- Pages
- 90-113
- ISSN
- 0272-4316 (ISSN-L)
- 1552-5449
- OpenAlex
- W2098629865
- Cited by
- 426
- References
- 8
- FWCI
- 15.37
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
