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Orientación de meta de logro académico: un nuevo planteamiento.

Published on Nov 2, 2017in Electronic Journal of Research in Educational Psychology
· DOI :10.25115/ejrep.v4i10.1209
Christopher A. Was13
Estimated H-index: 13
(KSU: Kent State University)
Abstract
The application relates to a chuck (10) with a coupling and a housing (34) for clamping cap-screws and/or studs having a screw spindle (11), a drive spindle (12) fixed axially in relation to the screw spindle (11) with at least one spring-loaded and axially movable coupling (18) which can be drivably secured to the screw spindle (11) by a counter-component (59) and a spring-loaded, axially movable adjusting sleeve (22) which can render the coupling inoperative. The coupling (18) has at least one projection or recess (6) which can be functionally engaged with a mating recess or projection on the counter-component (59).
  • References (41)
  • Citations (35)
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References41
Newest
The large body of goal theory research that has induced performance goals or included them on forced-choice questionnaires has produced coherent results. However, the few studies available on the matter suggest that students rarely generate performance goals spontaneously, if performance goals are defined in normative terms (i.e., outperforming peers). Furthermore, although students may need something more or different from mastery goals to help them mobilize to succeed in certain achievement si...
273 CitationsSource
#1Corwin Senko (UW: University of Wisconsin-Madison)H-Index: 14
#2Judith M. Harackiewicz (UW: University of Wisconsin-Madison)H-Index: 50
Two studies examined the degree to which pursuit of achievement goals is regulated in response to ongoing competence feedback. In Study 1, conducted in a college classroom, goal pursuit remained largely stable throughout the semester, yet poor exam performance predicted a significant decrease in mastery goal and performance-approach goal pursuit and an increase in performance-avoidance goal pursuit. In Study 2, conducted in a laboratory, negative feedback reduced participants' mastery goal pursu...
182 CitationsSource
#1Caroline Dupeyrat (University of Toulouse)H-Index: 7
#2Claudette Mariné (University of Toulouse)H-Index: 11
Abstract This study tested and extended Dweck’s social-cognitive theory of motivation with adults who deliberately chose to face the challenge of returning to school. We examined the relationships among beliefs (implicit theories) on the nature of intelligence, goal orientation, cognitive engagement in learning, and achievement using path analyses. Findings were generally consistent with Dweck’s theoretical predictions. Striving for competence improvement (mastery goals) had a positive impact on...
276 CitationsSource
#1Michael J. Middleton (UNH: University of New Hampshire)H-Index: 11
#2Avi Kaplan (BGU: Ben-Gurion University of the Negev)H-Index: 33
Last. Carol Midgley (UM: University of Michigan)H-Index: 49
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Through the use of longitudinal survey data the change of achievement goal orientations was tested in a sample of middle school students in mathematics as they moved from sixth to seventh grade. Achievement goals include task goals and performance goals, with the partitioning of performance goals into approach and avoidance components. Results indicate that all goal orientations were moderately stable over time. Task goals in sixth grade positively predicted academic efficacy in seventh grade. P...
116 CitationsSource
#1Fuente Arias (UAL: University of Almería)H-Index: 1
#2JesúsH-Index: 1
Last. De LaH-Index: 1
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Studies on academic motivation from the perspective of goal orientation have been plentiful in recent years. Nonetheless, the conceptual and empirical approach is not uniform, evolving from normative conceptions toward other multidimensional ones. This paper analyzes the classic and reformulated versions of this theory, looking at assumptions, empirical evidence, inconsistencies and research developed along both lines of study. Finally, it evaluates implications in carrying some of these insuffi...
30 Citations
#1Heidi Grant (Columbia University)H-Index: 9
#2Carol S. Dweck (Columbia University)H-Index: 80
The study of achievement goals has illuminated basic motivational processes, though controversy surrounds their nature and impact. In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are operationalized. Active learning goals predicted active coping, sustained motivation, and higher achievement in the face of challenge. Among performance goals, ability-linked goals predicted withdrawal a...
833 CitationsSource
#1Martin DowsonH-Index: 19
#2Dennis M. McInerney (University of Western Sydney)H-Index: 38
The study identifies and describes the psychological parameters of middle school students social and work avoidance goals. Data were collected from 86 students during 114 interviews and 24 structured observation periods. Inductive content analyses of the interview and observation data identified 8 distinct motivational goals (purposes) that the sample of middle school students espoused for their academic achievement. However, this analysis focuses on social and work avoidance goals that have not...
187 CitationsSource
#2Kenneth E. Barron (UW: University of Wisconsin-Madison)H-Index: 25
Last. Andrew J. Elliot (UR: University of Rochester)H-Index: 81
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Why do some students excel in their college classes and develop interest in an academic discipline? The authors examined both the short-term and long-term consequences of students' achievement goals in an introductory psychology course. Mastery goals positively predicted subsequent interest in the course, but not course grades. Performance goals positively predicted grades, but not interest. Three semesters later, the authors obtained measures of continued interest in die discipline and long-ter...
638 CitationsSource
#1Daniel C. Molden (Columbia University)H-Index: 28
#2Carol S. Dweck (Columbia University)H-Index: 80
Publisher Summary The different meanings given to achievement situations by entity theorists versus incremental theorists are related to, yet distinct from, several constructs that have received attention in the past. Entity theorists believe in fixed intelligence and tend to see achievement tasks as having the power to measure this fixed intelligence. In contrast, incremental theorists believe in malleable, acquirable intelligence and see achievement tasks as either vehicles for increasing inte...
112 CitationsSource
#1Avi Kaplan (BGU: Ben-Gurion University of the Negev)H-Index: 33
#2Martin L. Maehr (UM: University of Michigan)H-Index: 35
This study is concerned with the role that achievement goals may play in facilitating the psychological well-being of students. Specifically, we build on ‘‘goal theory’’ analysis of adaptive behavior in examining the relationship between task and ego goals, perceptions of school emphases on task and ego goals, and indices of well-being and disruptive behavior. Generally, task goals and perception of the school as emphasizing task goals were related to positive psychological well-being, and ego g...
358 CitationsSource
Cited By35
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#1Bradley J. Morris (KSU: Kent State University)H-Index: 9
#2Colleen Dragovich (KSU: Kent State University)
Last. Eve Dalton (KSU: Kent State University)
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Digital badges (i.e., digital credentials for achievements) have been suggested as a useful and scalable implementation of gamification. Digital badges (hereafter “badges”) provide two potential supports for learning: (1) badges provide support for motivation by rewarding achievement and (2) badges provide implicit learning goals. The present paper describes two experiments in which we investigated whether badges can support self-regulated learning by comparing their impact on learning with stud...
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#1Yashu Kauffman (MIT: Massachusetts Institute of Technology)H-Index: 2
#2Michael F. Young (UConn: University of Connecticut)H-Index: 1
Abstract This paper presents an empirical study of digital plagiarism. Under two experimental conditions, undergraduate writers were guided by different achievement goals to write an essay with or without the copy-and-paste function on a website. The study focused on two possible influences on digital plagiarism, a) instructional goals for writing, and b) the affordances of digital learning environments specifically the availability of a copy-paste function. A 2 × 2 factorial design was used to ...
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