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dc.contributor.advisorBergin, David Alleneng
dc.contributor.advisorSummers, Jessicaeng
dc.contributor.authorCiani, Keith D., 1979-eng
dc.date.issued2009eng
dc.date.submitted2009 Springeng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on March 25, 2010).eng
dc.descriptionThesis advisors: Dr. David Bergin and Dr. Jessica Summers.eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionPh. D. University of Missouri-Columbia2009.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational and counseling psychology.eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The culture of schooling in the United States has become increasingly focused on outwardly proving student competence. Some achievement goal theorists suggest that a major casualty of performance-oriented classroom environments may be student motivation for developing and improving competence. The present study extends across theoretical frameworks of motivation to highlight student perceptions of contextual variables that may mitigate or "buffer" the negative relationship between a perceived performance-oriented classroom goal structure and mastery goals. Survey data were collected from 178 high school students in 15 mathematics classes. Multilevel modeling was used to test student perceptions of three contextual variables: classroom community, teacher's autonomy support, and a mastery classroom goal structure. Results indicated that when students perceive a strong sense of classroom community or autonomy support, perceptions of a performance-oriented teacher are unrelated to their mastery goals. Results provide practitioners with tools for counteracting potential negative implications of emphasizing performance in the classroom.eng
dc.format.extentvii, 61 pageseng
dc.identifier.oclc570447268eng
dc.identifier.urihttps://hdl.handle.net/10355/6771
dc.identifier.urihttps://doi.org/10.32469/10355/6771eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campus of the University of Missouri--Columbia.eng
dc.subject.lcshAchievement motivationeng
dc.subject.lcshClassroom environmenteng
dc.subject.lcshMathematics -- Study and teachingeng
dc.titleMathematics teacher instruction, classroom goal structures, and student motivation: a test of achievement goal theoryeng
dc.typeThesiseng
thesis.degree.disciplineEducational, school and counseling psychology (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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