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جهت گیری هدف
For example, students' perceived support from teachers has been related to mastery and performance goal orientations, academic values, interest, engagement, and self-efficacy (Danielsen, Breivik, & Wold, 2011; Ibanez, Kuperminc, Jurkovic, & Perilla, 2004; Murdock & Miller, 2003; Perry, Liu, & Pabian, 2010; Reyes, Brackett, Rivers, White, & Salovey, 2012; Sakiz, Pape, & Wool- folk Hoy, 2012; Sanchez, Colon, & Esparza, 2005; Valeski & Stipek, 2001; Wang & Eccles, 2013; Wentzel, 1997, 1998, 2003; Wentzel, Battle, Russell, & Looney, 2010).
In older students, relations between perceived emotional support from teachers and achievement appear to be mediated by students' mastery goal orientations, self-regulation, self-efficacy, and engagement (King & Ganotice, 2014; Patrick, Ryan, & Kaplan, 2007; Reyes et al.
Although teachers can (and do) set a tone for peer interactions by facilitating motivational goal orientations based on competition or collaboration (Ames, 1992; Roseth, Johnson, & Johnson, 2008; Ryan & Patrick, 2001), peer interactions may be more proximal predictors of achieve- ment strivings.
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).
Design principles within TARGETS that promote mastery goal orientation are also assumed to promote task value, interest, adaptive causal attributions, and self-efficacy (Urdan & Turner, 2005).
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