PERCEPTIONS OF TEACHER´S GOALS IN CLASSROOM, STUDENT´S MOTIVATION AND THEIR MALADAPTIVE BEHAVIOUR AS PREDICTORS OF HIGH SCHOOL MATH ACHIEVEMENT

• Authors: Cirila Peklaj , Jana Kalin , Jana Kalin , Sonja Pečjak , Milena Valenčič Zuljan , Melita Puklek Levpušček
• Languages of publication: EN

Abstracts

EN

The present study investigated the relationships among perceived teachers’ goals and students’ motivation, maladaptive behaviour and achievement in high school math. We proposed an indirect impact of perceptions of teachers’ goals in the class on students’ achievement through their personal achievement goals, their disruptive behaviour and cheating. The sample of participants was comprised of 437 Slovenian upper-secondary school students (176 boys and 261 girls) in their third grade. Results showed an adaptive pattern of perceived teachers’ mastery goals in the class and perceived teachers pressure on students’ math achievement that was mediated through students’ mastery goal orientation and their cheating.

Keywords

EN

TEACHER; STUDENT; MOTIVATION; CHEATING; MATH ACHIEVEMENT; SLOVENIA

• Publisher: Institute of Experimental Psychology, Slovak Academy of Sciences
• Journal: Studia Psychologica
• Year: 2012
• Volume: 54
• Issue: 4
• Pages: 329 – 344

Contributors

author

Cirila Peklaj

• Department of Psychology, Faculty of Arts, University of Ljubljana, Aškerčeva 2, 1000 Ljubljana, Slovenia

author

Jana Kalin

author

Jana Kalin

author

Sonja Pečjak

author

Milena Valenčič Zuljan

author

Melita Puklek Levpušček