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Influence of Students' Perceptions of Motivational Climate Emphasized by Science Teachers and Peers on Achievement Goals  

Jeon, Kyung-Moon (Gwangju National University of Education)
Park, Hyun-Ju (Gwangju National University of Education)
Noh, Tae-Hee (Seoul National Univeristy)
Publication Information
Journal of The Korean Association For Science Education / v.25, no.3, 2005 , pp. 364-370 More about this Journal
Abstract
The purpose of this study was to examine middle school students' (N= 153) perceptions of motivational climate (teacher learning/teacher comparison/peer learning/peer comparison/peer worry) and their achievement goals (task/performance/performance-avoidance). The influence of perceptions of motivational climate emphasized by science teachers and/or peers on achievement goals was explored by stepwise regression. Although there was no difference in male/female perceptions of motivational climate, there was significant difference in their achievement goals. Regression result indicated that the pursuit of learning by peers made the strongest contribution to students' task goal. On the other hand, promotion via comparison by science teachers or peers had little effect on inducing performance goal. Anxieties about mistakes were found to be the strongest contribution to predictions on students' performance-avoidance goal. The promotion of comparison by science teachers was related to not only performance goal, but also performance-avoidance goal. Lastly educational implications for intervention efforts designed to enhance the quality of student motivational development in science education are discussed.
Keywords
motivational climate; science teachers; peers; achievement goal;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
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