Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach
dc.contributor.author | Midgley, Carol | en_US |
dc.contributor.author | Anderman, Eric | en_US |
dc.contributor.author | Hicks, Lynley | en_US |
dc.date.accessioned | 2010-04-13T20:03:32Z | |
dc.date.available | 2010-04-13T20:03:32Z | |
dc.date.issued | 1995 | en_US |
dc.identifier.citation | Midgley, Carol; Anderman, Eric; Hicks, Lynley (1995). "Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach." The Journal of Early Adolescence 15(1): 90-113. <http://hdl.handle.net/2027.42/68042> | en_US |
dc.identifier.issn | 0272-4316 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/68042 | |
dc.description.abstract | 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. | en_US |
dc.format.extent | 3108 bytes | |
dc.format.extent | 2003874 bytes | |
dc.format.mimetype | text/plain | |
dc.format.mimetype | application/pdf | |
dc.publisher | Sage Publications | en_US |
dc.title | Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Psychology | en_US |
dc.subject.hlbsecondlevel | Social Work | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | University of Michigan | en_US |
dc.contributor.affiliationum | University of Michigan | en_US |
dc.contributor.affiliationum | University of Michigan | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/68042/2/10.1177_0272431695015001006.pdf | |
dc.identifier.doi | 10.1177/0272431695015001006 | en_US |
dc.identifier.source | The Journal of Early Adolescence | en_US |
dc.identifier.citedreference | Ames, C. (1990, April). The relationship of achievement goals to student motivation in class-room settings. Paper presented at the annual meeting of the American Educational Research Association, Boston. | en_US |
dc.identifier.citedreference | Ames, C. (1992a). Achievement goals and classroom motivational climate. In J. Meece & D. Schunk (Eds.), Student perceptions in the classroom. Hillsdale, NJ: Lawrence Erlbaum. | en_US |
dc.identifier.citedreference | Ames, C. (1992b). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. | en_US |
dc.identifier.citedreference | Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267. | en_US |
dc.identifier.citedreference | Archer, J. (1989). Goal orientation and creativity. Unpublished doctoral dissertation, University of Illinois, Urbana-Champaign. | en_US |
dc.identifier.citedreference | Armor, D., Conry-Oseguera, P., Cox, M., King, N., Mc Donnell, L., Pascal, A., Pauly, E., & Zellman, G. (1976). Analysis of the school preferred reading program in selected Los Angeles minority schools. (Report No. R-2007-LAUSD). Santa Monica, CA: RAND Corporation. (ED 140 432). | en_US |
dc.identifier.citedreference | Ashton, P. (1985). Motivation and the teacher's sense of efficacy. In C. Ames & R. Ames (Eds.), Research on motivation in education; Vol. 2. The classroom milieu (pp. 141-171). Orlando, FL: Academic Press. | en_US |
dc.identifier.citedreference | Ashton, P. T., Webb, R. B., & Doda, N. (1983). A study of teachers' sense of efficacy. Gainesville, FL: Florida University. (ED 231 833) | en_US |
dc.identifier.citedreference | Bandura, A. (1988). Self-efficacy conception of anxiety. Anxiety Research, 1, 77-78. | en_US |
dc.identifier.citedreference | Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25, 729-735. | en_US |
dc.identifier.citedreference | Bandura, M. M., & Dweck, C. S. (1981). Self-conceptions and motivation: Conceptions of intelligence, choice of achievement goals, and patterns of cognition, affect and behavior. Unpublished manuscript, Harvard University. | en_US |
dc.identifier.citedreference | Berman, P., Mc Laughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change: Vol. 7. Factors affecting implementation and continuation (Report No. R-1589M7-HEW). Santa Monica, CA: RAND Corporation. | en_US |
dc.identifier.citedreference | Blumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, 272-281. | en_US |
dc.identifier.citedreference | Braskamp, L. A., & Maehr, M. L. (1985). SPECTRUM: An organizational development tool. Champaign, IL: Metri Tech. | en_US |
dc.identifier.citedreference | Brookover, W., Beady, C., Flood, P., Schweitzer, J., & Wisenbaker, J. (1979). School social systems and student achievement: Schools can make a difference. New York: Praeger. | en_US |
dc.identifier.citedreference | Buck, R., & Green, T. (1993, April). Collaborating with school leaders for schoolwide change to enhance motivation and learning. Paper presented at the annual meeting of the American Educational Research Association, Atlanta. | en_US |
dc.identifier.citedreference | Buck, R., Lee, M. O., & Midgley, C. (1992, April). Teachers' beliefs, teachers' goals, and school culture as predictors of instructional practice. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. | en_US |
dc.identifier.citedreference | Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273. | en_US |
dc.identifier.citedreference | Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. E. Ames & C. Ames (Eds.), Research on motivation in education, Vol. 3, (pp. 139-186). New York: Academic Press. | en_US |
dc.identifier.citedreference | Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12. | en_US |
dc.identifier.citedreference | Epstein, J. L. (1989). Family influence and student motivation. In R. E. Ames & C. Ames (Eds.), Research on motivation in education, (Vol. 3). New York: Academic Press. | en_US |
dc.identifier.citedreference | Feldlaufer, H., Midgley., C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence, 8, 133-156. | en_US |
dc.identifier.citedreference | Golan, S., & Graham, S. (1990, April). Motivation and cognition: The impact of ego and task-involvement on levels of processing. Paper presented at the annual meeting of the American Educational Research Association, Boston. | en_US |
dc.identifier.citedreference | Gullickson, A. R. (1985). Student evaluation techniques and their relationship to grade and curriculum. Journal of Educational Research, 79, 96-100. | en_US |
dc.identifier.citedreference | Guskey, T. R. (1986, April). Context variables that affect measures of teacher efficacy. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. | en_US |
dc.identifier.citedreference | Harter, S. (1981). Anew self-report scale of intrinsic versus extrinsic orientation in the class-room: Motivational and informational components. Developmental Psychology, 17, 300-312. | en_US |
dc.identifier.citedreference | Harter, S., Whitesell, N. R., & Kowalski, P. (1992). Individual differences in the effects of educational transitions on young adolescents' perceptions of competence and motivational orientation. American Educational Research Journal, 29, 707-808. | en_US |
dc.identifier.citedreference | Hill, K. T., & Wigfield, A. (1984). Test anxiety: A major educational problem and what can be done about it. Elementary School Journal, 85, 105-126. | en_US |
dc.identifier.citedreference | Leggett, E. L. (1985, March). Children's entity and incremental theories of intelligence: Relationships to achievement behavior. Paper presented at the annual meeting of the Eastern Psychological Association, Boston. | en_US |
dc.identifier.citedreference | Mac Iver, D., & Reuman, D. A. (1988, April). Decision-making in the classroom and early adolescents `valuing of mathematics. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. | en_US |
dc.identifier.citedreference | Maehr, M. L. (1989). Thoughts about motivation. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3). New York: Academic Press. | en_US |
dc.identifier.citedreference | Maehr, M. L. (1991). The "psychological environment" of the school: A focus for school leadership. In P. Thurston & P. Zohiates (Eds.), Advances in educational administration (pp. 51-81). Greenwich, CT: JAI. | en_US |
dc.identifier.citedreference | Maehr, M. L., & Anderman, E. M. (1993). Reinventing schools for early adolescents: Emphasizing task goals. Elementary School Journal, 93, 593-610. | en_US |
dc.identifier.citedreference | Maehr, M. L., & Braskamp, L. A. (1986). The motivation factor: A theory of personal investment. Lexington, MA: Heath. | en_US |
dc.identifier.citedreference | Maehr, M. L., & Buck, R. (1993). Transforming school culture. In M. Sashkin & H. Walberg (Eds.), Series on contemporary issues. National Society for the Study of Education. | en_US |
dc.identifier.citedreference | Maehr, M. L., & Fyans, L. J., Jr. (1989). School culture, motivation, and achievement. In M. L. Maehr & C. Ames (Eds.), Advances in motivation and achievement: Vol. 6. Motivation enhancing environments. Greenwich, CT: JAI. | en_US |
dc.identifier.citedreference | Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26, 399-427. | en_US |
dc.identifier.citedreference | Maehr, M. L., Midgley, C., & Urdan, T. (1992). School leader as motivator. Educational Administration Quarterly, 18, 412-431. | en_US |
dc.identifier.citedreference | Meece, J. L. (1991). The classroom context and students' motivational goals. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7). Greenwich, CT: JAI. | en_US |
dc.identifier.citedreference | Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523. | en_US |
dc.identifier.citedreference | Meece, J., & Holt, K. (1990, April). Classification and validation of achievement goal patterns in elementary school children. Paper presented at the annual meeting of the American Educational Research Association, Boston. | en_US |
dc.identifier.citedreference | Midgley, C. (1993). Motivation and middle level schools. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement: Vol. 8. Motivation in the adolescent years. (pp. 217-274) Greenwich, CT: JAI. | en_US |
dc.identifier.citedreference | Midgley, C., & Feldlaufer, H. (1987). Students' and teachers' decision-making fit before and after the transition to junior high school. Journal of Early Adolescence, 7, 225-241. | en_US |
dc.identifier.citedreference | Midgley, C., Feldlaufer, H., & Eccles, J. S. (1988). The transition to junior high school: Beliefs of pre and post-transition teachers. Journal of Youth and Adolescence, 17, 543-562. | en_US |
dc.identifier.citedreference | Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989a). Change in teacher efficacy and student self and task-related beliefs during the transition to junior high school. Journal of Educational Psychology, 81, 247-258. | en_US |
dc.identifier.citedreference | Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989b). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60, 375-395. | en_US |
dc.identifier.citedreference | Midgley, C., & Maehr, M. L. (1993). Patterns of Adaptive Learning Survey. Ann Arbor, MI: University of Michigan. | en_US |
dc.identifier.citedreference | Midgley, C., & Urdan, T. (1992). The transition to middle level schools: Making it a good experience for all students. Middle School Journal, 24, 5-14. | en_US |
dc.identifier.citedreference | Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346. | en_US |
dc.identifier.citedreference | Nicholls, J. G. (1990). What is ability and why are we mindful of it? A developmental perspective. In R. J. Sternberg & J. Kolligian, Jr. (Eds.), Competence considered (pp. 11-40). New Haven: Yale University Press. | en_US |
dc.identifier.citedreference | Nicholls, J. G., & Miller, A. T. (1983). The differentiation of the concepts of difficulty and ability. Child Development, 54, 951-959. | en_US |
dc.identifier.citedreference | Nicholls, J. G., & Miller, A. T. (1984). Developments and its discontents: The differentiation of the concept of ability. In J. G. Nicholls (Ed.), Advances in motivation and achievement. Greenwich, CT: JAI. | en_US |
dc.identifier.citedreference | Nicholls, J. G., Patashnick, M., Cheung, P. C., Thorkildsen, T. A., & Lauer, J. (1989). Can achievement motivation theory succeed with only one conception of success? In F. Halisch & J.H.L. van den Bercken (Eds.), International perspectives on achievement and task motivation. Amsterdam, Holland: Swets & Zeitlinger. | en_US |
dc.identifier.citedreference | Nicholls, J. G., Patashnick. M., & Nolen, S. B. (1985). Adolescents' theories of education. Journal of Educational Psychology, 77, 683-692. | en_US |
dc.identifier.citedreference | Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287. | en_US |
dc.identifier.citedreference | Nolen, S. B., & Haladyna, T. (1990). A construct validation of measures of students' study strategy beliefs and perceptions of teacher goals. Educational and Psychological Measurement, 50, 191-202. | en_US |
dc.identifier.citedreference | Park, S., Pintrich, P., & Midgley, C. (1992, April). Motivational beliefs, volitional control and self-regulated learning. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. | en_US |
dc.identifier.citedreference | Pintrich, P., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. | en_US |
dc.identifier.citedreference | Schunk, D. H. (1981). Modeling and attributional effects on children's achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93-105. | en_US |
dc.identifier.citedreference | Simmons, R. G., & Blyth, D. A. (1987). Moving into adolescence: The impact of pubertal change and school context. Hawthorn, NY: Aldine de Gruyter. | en_US |
dc.identifier.citedreference | Weinstein, C. E., Palmer, D. R., Schulte, A., (1987). The Learning and Study Strategies Inventory. Clearwater, FL: H & H Publishing. | en_US |
dc.identifier.citedreference | Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C. (1991) Transitions during early adolescence: Changes in children's domain specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565. | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.