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Identifier 000437795
Title Η επίδραση των στόχων επίτευξης της σχολικής τάξης στην επίδοση, την αυτονομία και το συναίσθημα : διδακτικές παρεμβάσεις σε παιδιά του ελληνικού δημοτικού σχολείου
Alternative Title How do classroom goal structures affect achievement, autonomy and emotional : engagement n Greek elementary school
Author Γκερτσάκης, Νικόλαος
Thesis advisor Καραδήμας Ευάγγελος
Reviewer Σιδερίδης Γεώργιος
Καφέτσιος Κωνσταντίνος
Δημητροπούλου Παναγιώτα
Αντωνίου Φωτεινή
Μουζάκη Αγγελική
Σίμος Παναγιώτης - Γαβριήλ
Abstract This quasi-experimental study used a repeated measures design to examine the effects of three manipulated classroom goal structures (i.e. mastery, performance-approach, performance-avoidance) on grammar achievement, basic psychological needs, perceived autonomy support, flow experience, and affect for 49 Greek elementary school students (ages 11-12; 48% girls). Over a period of four weeks, all students participated in three grammar classes, each emphasizing a different goal structure. Results from multilevel modeling showed that students in mastery and performance-approach goal structures achieved higher grammar scores than they did in the performance-avoidance goal structure. Additionally, students in mastery goal structure experienced greater autonomy support, flow, and positive affect than they did in the performance-approach and performance-avoidance structure. The results have implications regarding teachers’ training since classroom practices are connected with achievement and students’ engagement.
Language Greek
Subject Achievement goals
Autonomy support
Flow experience
Goal structures
Ατομικοί στόχοι επίτευξης
Εμπειρία ροής
Στόχοι επίτευξης τάξης
Υποστήριξη αυτονομίας
Issue date 2020-03-05
Collection   School/Department--School of Social Sciences--Department of Psychology--Doctoral theses
  Type of Work--Doctoral theses
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