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For example, achievement goal theory focuses on individuals' purpose, or goal orientation, which constitutes an inte- grated system of beliefs about the nature of ability, causal attributions, self-perceptions, and goals as the primary explanatory process of motivated action (Ames, 1992; Dweck & Leggett, 1988; Kaplan & Maehr, 2007; Nicholls, 1989; Senko, this volume).
Arguably the social cognitive theory with the most comprehensive perspective on the role of the learning environment in student motivation that has been put to educa- tional practice is achievement goal theory (Ames, 1992).
Achievement goal theory, which focuses on individuals' purposes for engaging in the achievement task as the basis for their motivation, emphasizes the environment's goal structure as influencing students' construction of these purposes (Ames, 1992; Patrick, 2004).
Achievement goal theory has mostly emphasized the desirability of adopting a mas- tery goal orientation-engagement in tasks with a purpose of meaningful learning, improvement, mastery of knowledge and skills, and development of interests (Maehr & Zusho, 2009; Senko, this volume).
In particular, we focus our review on attribution theory, expectancy-value theory, self-determination theory, achievement goal theory, and per- sonal investment theory.
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