Achievement Goal Theory, Conceptualization of Ability/Intelligence, and Classroom Climate

摘要: In this chapter, we examine relations between achievement goal theory and student engagement. Achievement theorists generally two types of goals (mastery performance goals), each which has been conceptualized as having both approach avoid components. After reviewing the history development describing current four-factor model, correlates orientations; these include students’ beliefs about intelligence, academic achievement, engagement (cognitive, emotional, behavioral). We then review research on classroom structures; specifically how contexts, through orientation theory, are related to also instructional practices that mastery structures those achievement.