Michael J. Middleton

Avoiding the Demonstration of Lack of Ability: An Underexplored Aspect of Goal Theory.

Traditionally, theorists have described motivation in terms of approach and avoidance tendencies. In contrast, goal orientation research has focused primarily on 2 approach goals: demonstrating ability (performance-approach) and developing ability (task). A scale to assess the goal of avoiding the demonstration of lack of ability (performance-avoid) was included with scales assessing approach goals in a survey given to 703 6th graders. Factor analysis supported the differentiation among the 3 scales. The performance scales were moderately positively correlated and exhibited low correlations with the task scale. With all 3 goals in regression equations, task goals predicted academic efficacy, self-regulated learning, and lower levels of avoiding seeking academic help in the classroom. Performance-avoid goals negatively predicted academic efficacy and positively predicted avoiding seeking help and test anxiety. Performance-approach goals did not emerge as the most significant predictor of any of these educationally relevant outcomes.

The Strength of the Relation between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications.

In current research on achievement goal theory, most researchers differentiate between performance-approach and performance-avoidance goal orientations. Evidence from prior research and from several previously published data sets is used to highlight that the correlation is often rather large, with a number of studies reporting correlations above .50. The large magnitude of this correlation raises questions and warrants further investigation. The size of the correlation also varies substantially across studies; thus, several potential moderators were considered. Minimal evidence for moderation was found, with little variability in relations as a function of fear of failure, culture, and specificity of the goal assessment. There was some evidence of variability in the correlation based on age, perceived competence, and assessment instrument. The article concludes by highlighting theoretical, methodological, and instructional questions that arise as a result of the large correlation and making recommendations and guidance for research, instructional practice, and theory advancement.

A Framework for Implementing Individualized Self-Regulated Learning Strategies in the Classroom

Self-regulated learning (SRL) is a conceptual model that can be used to design and implement individualized learning strategies for students with learning disabilities. Students who self-regulate their learning engage in planning, performance, and self-evaluation during academic tasks. This article highlights one approach for teaching SRL skills to students with learning disabilities (LD) in inclusive middle school contexts. A strategy is offered to illustrate the importance of integrating student needs, SRL processes, and contextual variables into strategy implementation. A case study is provided to demonstrate how the strategy was implemented by a special education teacher for a sixth-grade student with LD. The data collected by the special education teacher suggested the strategy contributed to improved classroom preparation, on-task behavior, class grade, and teacher perception of student engagement during math class.

The Social Climate and Peer Interaction on Outdoor Courses

This two-study report investigates achievement goal theory in the social domain to gain greater understanding of how the social climate of outdoor courses relates to peer interactions. In Study 1, we used mixed methods to examine how adolescents experienced the social climate of weeklong outdoor courses and how those perceptions related to peer interactions. In Study 2, a larger sample from longer courses was used to assess perceptions of social climate and how those perceptions relate to peer interactions. Significant adaptive changes in peer interactions were predicted by cohesion and previous experience. Results also indicate the meaningfulness of the instructor role. These studies contribute to knowledge of how the social climate and social motivation interact on outdoor programs.

Examining the Effects of Self-reported Posttraumatic Stress Disorder Symptoms and Positive Relations With Others on Self-regulated Learning for Student Service Members/Veterans

Abstract Objectives: To examine the relationships between self-reported posttraumatic stress disorder (PTSD) symptoms, perceived positive relations with others, self-regulation strategy use, and academic motivation among student service members/veterans (SSM/V) enrolled in postsecondary education. Participants: SSM/V (N = 214), defined as veterans, active duty, or National Guard/Reservists of the US military, enrolled at 5 different institutions in Fall 2012. Methods: Data were collected using an online questionnaire that included standardized measures of PTSD symptoms, perceived quality of personal relations, academic self-regulation strategy use, and academic motivation. Results: PTSD symptoms were associated with lower self-efficacy for learning and maladaptive academic goal orientation. Additionally, PTSD symptoms were associated with lower effort regulation (ie, persistence) during academic work. Endorsement of more positive relations moderated the deleterious relationship between PTSD symptoms and maladaptive goal orientation. Conclusion: The results suggest that postsecondary personnel adopt a social-cognitive framework to develop social, mental health, and academic supports for SSM/V with PTSD.