Literaturnachweis - Detailanzeige
Autor/in | Anderman, Eric M. |
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Institution | National Center for School Leadership, Urbana, IL. |
Titel | The Effect of Personal and School-Wide Goals on Deep Processing Strategies of At-Risk, Not At-Risk and Special Education Students. |
Quelle | (1992), (18 Seiten)
PDF als Volltext |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Tagungsbericht; Academic Aspiration; Adolescent Development; Educational Environment; Elementary School Students; High Risk Students; Intermediate Grades; Junior High School Students; Middle School Students; Middle Schools; Self Concept; Self Efficacy; Self Esteem; Self Motivation; Special Education; Student Adjustment; Student Attitudes; Student Educational Objectives; Student Motivation; Student School Relationship Lernumgebung; Pädagogische Umwelt; Schulumwelt; Problemschüler; Mittelstufe; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Adjustment; Studentin; Adaptation; Schülerverhalten; Schulische Motivation; Schüler-Lehrer-Beziehung |
Abstract | Middle school students (N=712) were surveyed about their achievement goals and cognitive processing strategies. Results suggest that academically at-risk students use deep strategies less and are less learning focused than not at-risk and special education students. Special education and at-risk students tended to be more ability-focused than not at-risk students. At-risk students perceived school culture to be less learning focused and more ability focused than not at-risk students. Multiple regression analyses suggest that being "learning-focused" is the best predictor of deep strategy usage for all three groups of students. Three tables and four figures present data and statistical analysis. Contains 19 references. (Author) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |