61.074 - Goal Orientation in Context: Individual, Contextual, and Cultural Dimensions of Achievement Goal Theory

Session Type: Symposium

Abstract

Achievement goal theory is a social cognitive theory of motivation that describes students’ academic goals, commonly using mastery-performance and approach-avoidance valence. This symposium investigates how contextual factors such as culture and language relate to goals in students, pre-service teachers, and teachers. The first two papers examine how student’s preconceived beliefs about grades or other external factors (such as desire for fame, societal influence, or metacognition) may alter future goals. The next two papers investigate the impact of cultural beliefs and stereotypical thinking in teachers and pre-service teachers on classroom-level goals. Taken together, these papers suggest goal orientation is an evolving and flexible factor for academic success that should be measured in context.

Sub Unit

• SIG-Motivation in Education

Chair

• Stephanie Dietz, Singapore University of Technology and Design

Papers

• The Predictive Ability of Perceived Testing Outcomes on Goal Orientation Among Diverse College Students - Stephanie Dietz, Singapore University of Technology and Design

• Exploring the Synergies Between Distal Future and Proximal Achievement Goals and Metacognition in Academic Achievement - Dennis M. McInerney, The Hong Kong Institute of Education; Fraide A. Ganotice, The Hong Kong Institute of Education; Ronnel Bornasal King, The Hong Kong Institute of Education

• Longitudinal Study of Preservice Teachers' Cultural Beliefs and Proposed Instructional Practices - Revathy Kumar, University of Toledo; Fani Lauermann, University of Bonn

• Out of the Book and Into the Classroom: Applying Motivational Theory to Increase English Language Learner Teacher Motivation - Rhonda Suzanne Bondie, Fordham University; Akane Zusho, Fordham University

Discussant

• Tim Urdan, Santa Clara University