The purpose of this systematic review and meta-analysis is twofold: (a) to understand how the three key student engagement dimensions (i.e., affective, behavioral, and cognitive) have been conceptualized, operationalized, and measured by researchers in the field and (b) to examine the extent to which the construct, its dimensions, and subtypes are…

Addresses the role of multiple goals, both mastery and performance goals, and links them to multiple outcomes of motivation, affect, strategy use, and performance. Data from 8th and 9th graders (N=150) reveal that, in line with normative goal therapy, mastery goals were adaptive; but also that performance goals, when coupled with mastery goals,…

Examines if externally imposed achievement goals influence what children learn from procedural instruction. Third- and 4th-grade children's goals were manipulated toward either learning or performance (N=77). Both initially and after a 2-week period, children who were given either goal were more likely to extend their knowledge beyond the taught…

College students, in three experiments, learned to recite a counting pattern in the base three number system. Although all subjects learned to a criterion of two errorless trials, learning with different rule systems resulted in different levels of understanding and performance on transfer tasks. (GDC)

The present research examines whether mastery and performance goals predict different ways of reacting to a sociocognitive conflict with another person over materials to be learned, an issue not yet addressed by the achievement goal literature. Results from 2 studies showed that mastery goals predicted epistemic conflict regulation (a conflict…

Using a computer assisted learning task, subjects were assigned to an example-only, objective-example, rule-example, or objective-rule-example treatment. The subjects were required to meet minimum criterion performance at each level of the task. The findings discuss the use of objectives, rules, and examples on student performance. (Author/SE)

This research examines the effect of achievement goals on performance attainment and the moderating role of performance contingencies. Results from 3 experiments strongly support the authors' hypotheses. Performance-avoidance goals undermined performance relative to performance-approach and mastery goals, regardless of contingency condition.…

Two rule-based mathematics curricula were compared experimentally. The discrete rules curriculum was cut from 303 lower order rules to 169 rules plus 5 higher order rules by a higher order curriculum. Higher order curriculum subjects were taught less, but learned more. (Author/SE)

The purpose of this study was to investigate an alternative approach to the aptitude-treatment-interaction method of adapting instruction to individual differences. (Author)

Mastery criterion manipulation may produce dramatic behavioral effects. Results of a study investigating three undergraduate classes indicate that the 90 percent criterion class was inferior to both the 80 percent and the varied 60-90 percent criterion class on several measures, including degree of accuracy and final grade. (BJG)

Three conditions of self-monitoring of private study were compared for their effects on academic performance and intrinsic motivation. In end-of-year examinations, a group who self-monitored subgoals outperformed groups who self-monitored either time or study or distal goals on the target course of the investigation. (Author/LMO)

Investigated whether differences by sex or race existed in placement, learning disabilities classrooms, teacher contacts, assignment practices, and student learning behavior. Found differences in placement. Similarities were found in teacher treatment, student behavior, and the effects of such behavior on test performance. (Author/CM)