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Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach

dc.contributor.authorMidgley, Carolen_US
dc.contributor.authorAnderman, Ericen_US
dc.contributor.authorHicks, Lynleyen_US
dc.date.accessioned2010-04-13T20:03:32Z
dc.date.available2010-04-13T20:03:32Z
dc.date.issued1995en_US
dc.identifier.citationMidgley, 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.issn0272-4316en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/68042
dc.description.abstractThe 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.extent3108 bytes
dc.format.extent2003874 bytes
dc.format.mimetypetext/plain
dc.format.mimetypeapplication/pdf
dc.publisherSage Publicationsen_US
dc.titleDifferences between Elementary and Middle School Teachers and Students: A Goal Theory Approachen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelPsychologyen_US
dc.subject.hlbsecondlevelSocial Worken_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/68042/2/10.1177_0272431695015001006.pdf
dc.identifier.doi10.1177/0272431695015001006en_US
dc.identifier.sourceThe Journal of Early Adolescenceen_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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