Academic and social goals in adolescence: developments and directions.
Mansfield, C. (2007) Academic and social goals in adolescence: developments and directions. In: Annual meeting of the Australian Association for Research in Education, 25 - 29 November, Fremantle.
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Over the past fifteen years there has been an increased research interest in motivation in learning contexts. Research in the field has been lead by those working with motivational goal theory, which emphasises the reasons students engage in achievement-related behaviour and takes into account both environmental and individual influences on student motivation. Much research has focused on academic achievement goals (such as mastery, performance, avoidance), however, social goals (such as relationships, responsibility and status) have also been shown to influence students’ motivation and engagement in learning contexts. Although quantitative methods, such as surveys, have played a significant role in the development of this body of research, more recently the use of qualitative and inductive methods have illustrated the necessity of moving beyond surveys to capture the complexities of goals in real learning contexts. This paper critically reviews the literature on academic and social goals in adolescence highlighting both major developments in the field and questions that remain unanswered. Directions for future research are proposed.
|Publication Type:||Conference Paper|
|Murdoch Affiliation:||School of Education|
|Publisher:||Australian Association for Research in Education|
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