| dc.creator |
Siavash Talepasand |
|
| dc.date |
2013-06-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:17:55Z |
|
| dc.date.available |
2015-07-20T22:17:55Z |
|
| dc.identifier |
2146-3832 |
|
| dc.identifier |
2146-3832 |
|
| dc.identifier |
https://doaj.org/article/c1c02999a84a4adcae540176605552b0 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/19222 |
|
| dc.description |
The aim of the study was to investigate the effect of perceived motivational structure of classroom on achievement behaviors (the choice of problem, effort, persistence in solving algorithm and flowchart problems). There were 45 high school male students (Mean age = 17 years old) in the third grade of computer field in three classes. Classes were divided into two experimental and one control group. In-structional content was given in 10 sessions for 180 minutes. The variables of choice, effort, and persistence were collected by direct as-sessment method. A pre-test and post-test design was used. The Data were analyzed by using multivariate analysis of variance. Results indicated that mastery structure had positive effect on the amount of effort and persistence in solving algorithm and flowchart problems in comparison with control group. Mastery structure in comparison with performance structure increased the amount of effort in solving problems significantly. In addition, an interactive effect between previous achieve-ment and perceived structure of classroom was achieved in a mastery level. The amount of persistence in that of students with very weak previous achievement was more than students with average previous achievement. The find-ing of this study is compatible with the theory of achievement goal and illustrates that the mastery structure plays an effective role in forming achievement behaviors. |
|
| dc.language |
Turkish |
|
| dc.language |
English |
|
| dc.relation |
http://www.tuzed.org/publications/cilt3/sayi1/2013_3_1_talepasand.pdf |
|
| dc.relation |
https://doaj.org/toc/2146-3832 |
|
| dc.relation |
https://doaj.org/toc/2146-3832 |
|
| dc.source |
Turkish Journal of Giftedness and Education , Vol 3, Iss 1, Pp 2-12 (2013) |
|
| dc.subject |
mastery purposes |
|
| dc.subject |
performance purposes |
|
| dc.subject |
choice |
|
| dc.subject |
effort |
|
| dc.subject |
persistence |
|
| dc.subject |
perceived classroom structure |
|
| dc.subject |
persistence |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
The Effect of Perceived Motivational Structure of Classrooms on Achievement Behaviors |
|
| dc.type |
article |
|