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Dominant Achievement Goals and Academic Outcomes across Tracks in High School
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Scheltinga, Peter A. M.; Timmermans, Anneke C.; van der Werf, Greetje P. C. – Educational Psychology, 2017
The self-reported grades Dutch, English and Math of 13,970 students in the third grade of Dutch secondary education (US grade 9) were investigated with regard to educational track-level and dominant achievement goal (DAG). The performance approach goal group scored significantly higher on all three subjects than the performance avoidance group,…
Descriptors: Foreign Countries, Grades (Scholastic), Secondary School Students, Track System (Education)
Dominant Achievement Goals across Tracks in High School
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Scheltinga, Peter A. M.; Kuyper, Hans; Timmermans, Anneke C.; van der Werf, Greetje P. C. – Educational Psychology, 2016
The dominant achievement goals (DAGs) of 7,008 students in the third grade of Dutch secondary education (US grade 9) were investigated, based on Elliot & McGregors' 2 × 2 framework (2001), in relation to track-level and motivational variables. We found the mastery-approach goal and the performance-approach goal, generally considered adaptive,…
Descriptors: Academic Achievement, Goal Orientation, Scores, Mastery Learning
Effects of a Strategy-Focused Instructional Program on the Writing Quality of Upper Elementary Students in the Netherlands
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Bouwer, Renske; Koster, Monica; van den Bergh, Huub – Journal of Educational Psychology, 2018
In this study, the authors tested the effects of Tekster [Texter], a comprehensive strategy-focused writing instruction program, using a switching replication design with three measurement occassions. The program was implemented by fourth, fifth, and sixth grade teachers (N = 76) in 60 general education classrooms in the Netherlands. Students (n =…
Descriptors: Foreign Countries, Teaching Methods, Writing Skills, Writing Instruction
Contribution of a Professional Development Programme to the Quality and Retention of Teachers in an Urban Environment
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Gaikhorst, Lisa; Beishuizen, Jos J.; Zijlstra, Bonne J. H.; Volman, Monique L. L. – European Journal of Teacher Education, 2015
This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N?=?133) and qualitative (N?=?42) approaches were…
Descriptors: Faculty Development, Urban Schools, Teacher Effectiveness, Networks
Goal Orientation, Deep Learning, and Sustainable Feedback in Higher Business Education
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Geitz, Gerry; Brinke, Desirée Joosten-ten; Kirschner, Paul A. – Journal of Teaching in International Business, 2015
Relations between and changeability of goal orientation and learning behavior have been studied in several domains and contexts. To alter the adopted goal orientation into a mastery orientation and increase a concomitant deep learning in international business students, a sustainable feedback intervention study was carried out. Sustainable…
Descriptors: Goal Orientation, Feedback (Response), International Trade, Business Administration Education