இன்டர்நேஷனல் ஜர்னல் ஆஃப் ஸ்கூல் அண்ட் காக்னிட்டிவ் சைக்காலஜி
திறந்த அணுகல்

சுருக்கம்

Motivation to Learn: Achievement Goals, Self-Efficacy and Classroom Social Climate in Secondary School

Pedditzi ML

Several studies on school motivation emphasize that motivation to learn is not a unitary process, but it can be considered like a set of strategies that involve metacognitive processes at different levels. In Educational Psychology, the Achievement Goal Theory is an approach used to discuss research into motivation to learn and for this reason achievement goals are thought to be a key factor influencing the level of a student's intrinsic motivation. This study analyzes, in secondary school students, the relationship between achievement goals, self-efficacy and social climate in classroom. We assume that task goals and task goal structure predict the academic self-efficacy and the classroom social climate with particular reference to perceived teacher-student relationships and sense of school belonging. This research highlights the importance of the achievement goals in the development of motivational processes and self-efficacy in school.