NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Duchesne, Stéphane; Larose, Simon; Feng, Bei – Journal of Early Adolescence, 2019
The aim of this longitudinal study was to examine seeking help from teachers as a mechanism mediating the relationship between achievement goals adopted by students early in the school year and their degree of behavioral and cognitive engagement in academic work almost 2 years later. A sample of 456 French Canadian students (215 boys; 240 girls;…
Descriptors: Foreign Countries, Academic Achievement, Goal Orientation, Learner Engagement
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ranellucci, John; Hall, Nathan; Muis, Krista; Lajoie, Susanne; Robinson, Kristy – Canadian Journal of Education, 2017
The effects of three interventions designed to boost academic achievement among mastery-oriented students were evaluated on interest-based studying, social desirability, and perceived goal difficulty. Undergraduate students (N = 177) completed relevant self-report measures at the beginning and the end of the semester and were randomly assigned to…
Descriptors: Academic Achievement, Intervention, Social Desirability, Undergraduate Students
Peer reviewed Peer reviewed
Direct linkDirect link
Duchesne, Stéphane; Ratelle, Catherine F.; Feng, Bei – Journal of Early Adolescence, 2017
There is abundant evidence to suggest that students' achievement goals (AGs) predict their motivation and performance. While it has been proposed that psychological need satisfaction (PNS) may affect AG, empirical support remains limited during the transition to secondary school. This prospective study addresses this gap by examining the link…
Descriptors: Secondary School Students, Psychological Needs, Need Gratification, Transitional Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Daniels, Lia M.; Radil, Amanda; Wagner, Amanda K. – Journal of Experimental Education, 2016
During their education, preservice teachers begin to assume professional responsibilities and gain pedagogical knowledge. However, the question remains whether preservice teachers intend to use instructional practices that are effective in meeting their assumed responsibilities. Thus, we examined the concordance between preservice teachers'…
Descriptors: Foreign Countries, Preservice Teachers, Teacher Responsibility, Educational Practices