Advanced search
1 file | 923.49 KB Add to list

Where to go and how to get there : goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson

Author
Organization
Abstract
This study investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students' motivational correlates. Students (N = 570, 24 classes) completed questionnaires at six occasions. Multilevel regression analyses showed that relations between perceived process feedback and experienced need satisfaction (i.e., competence, autonomy and relatedness) were conditional on perceived goal clarification. No such interaction effects between process feedback and goal clarification were found for need frustration (i.e., experiencing failure, feeling pushed to achieve goals, feeling rejected). In general, when students perceived more process feedback or goal clarification, students experienced more competence, autonomy and relatedness satisfaction. Yet, when perceiving very high levels of process feedback, additional benefits of goal clarification were no longer present (and vice versa). In lessons in which students perceived goals to be less clear, they experienced more need frustration. No associations were found between process feedback and need frustration.
Keywords
Intra-individual variability, Formative assessment, Psychological needs, Self-determination theory, Motivation, PHYSICAL-EDUCATION, SELF-DETERMINATION, AUTONOMY SUPPORT, LEARNING ENVIRONMENTS, FORMATIVE ASSESSMENT, MOTIVATION, CLASSROOM, ACHIEVEMENT, COMPETENCE, TEACHERS

Downloads

  • Krijgsman where to go and how to get there.pdf
    • full text
    • |
    • open access
    • |
    • PDF
    • |
    • 923.49 KB

Citation

Please use this url to cite or link to this publication:

MLA
Krijgsman, Christina et al. “Where to Go and How to Get There : Goal Clarification, Process Feedback and Students’ Need Satisfaction and Frustration from Lesson to Lesson.” LEARNING AND INSTRUCTION 61 (2019): 1–11. Print.
APA
Krijgsman, C., Mainhard, T., van Tartwijk, J., Borghouts, L., Vansteenkiste, M., Aelterman, N., & Haerens, L. (2019). Where to go and how to get there : goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson. LEARNING AND INSTRUCTION, 61, 1–11.
Chicago author-date
Krijgsman, Christina, Tim Mainhard, Jan van Tartwijk, Lars Borghouts, Maarten Vansteenkiste, Nathalie Aelterman, and Leen Haerens. 2019. “Where to Go and How to Get There : Goal Clarification, Process Feedback and Students’ Need Satisfaction and Frustration from Lesson to Lesson.” Learning and Instruction 61: 1–11.
Chicago author-date (all authors)
Krijgsman, Christina, Tim Mainhard, Jan van Tartwijk, Lars Borghouts, Maarten Vansteenkiste, Nathalie Aelterman, and Leen Haerens. 2019. “Where to Go and How to Get There : Goal Clarification, Process Feedback and Students’ Need Satisfaction and Frustration from Lesson to Lesson.” Learning and Instruction 61: 1–11.
Vancouver
1.
Krijgsman C, Mainhard T, van Tartwijk J, Borghouts L, Vansteenkiste M, Aelterman N, et al. Where to go and how to get there : goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson. LEARNING AND INSTRUCTION. 2019;61:1–11.
IEEE
[1]
C. Krijgsman et al., “Where to go and how to get there : goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson,” LEARNING AND INSTRUCTION, vol. 61, pp. 1–11, 2019.
@article{8598710,
  abstract     = {This study investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students' motivational correlates. Students (N = 570, 24 classes) completed questionnaires at six occasions. Multilevel regression analyses showed that relations between perceived process feedback and experienced need satisfaction (i.e., competence, autonomy and relatedness) were conditional on perceived goal clarification. No such interaction effects between process feedback and goal clarification were found for need frustration (i.e., experiencing failure, feeling pushed to achieve goals, feeling rejected). In general, when students perceived more process feedback or goal clarification, students experienced more competence, autonomy and relatedness satisfaction. Yet, when perceiving very high levels of process feedback, additional benefits of goal clarification were no longer present (and vice versa). In lessons in which students perceived goals to be less clear, they experienced more need frustration. No associations were found between process feedback and need frustration.},
  author       = {Krijgsman, Christina and Mainhard, Tim and van Tartwijk, Jan and Borghouts, Lars and Vansteenkiste, Maarten and Aelterman, Nathalie and Haerens, Leen},
  issn         = {0959-4752},
  journal      = {LEARNING AND INSTRUCTION},
  keywords     = {Intra-individual variability,Formative assessment,Psychological needs,Self-determination theory,Motivation,PHYSICAL-EDUCATION,SELF-DETERMINATION,AUTONOMY SUPPORT,LEARNING ENVIRONMENTS,FORMATIVE ASSESSMENT,MOTIVATION,CLASSROOM,ACHIEVEMENT,COMPETENCE,TEACHERS},
  language     = {eng},
  pages        = {1--11},
  title        = {Where to go and how to get there : goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson},
  url          = {http://dx.doi.org/10.1016/j.learninstruc.2018.12.005},
  volume       = {61},
  year         = {2019},
}

Altmetric
View in Altmetric
Web of Science
Times cited: