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Achievement Goal Theory, Conceptualization of Ability/Intelligence, and Classroom Climate

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Handbook of Research on Student Engagement

Abstract

In this chapter, we examine relations between achievement goal theory and student engagement. Achievement goal theorists generally examine two types of goals (mastery and performance goals), each of which has been conceptualized as having both approach and avoid components. After reviewing the history and development of achievement goal theory and describing the current four-factor model, we examine correlates of achievement goal orientations; these include students’ beliefs about intelligence, academic achievement, and engagement (cognitive, emotional, and behavioral). We then review research on classroom goal structures; we specifically examine how classroom contexts, as conceptualized through goal orientation theory, are related to student engagement. We also review instructional practices that are related to both mastery and performance goal structures and how those practices are related to academic achievement.

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Authors and Affiliations

  1. School of Educational Policy and Leadership, The Ohio State University, Columbus, OH, USA

    Eric M. Anderman

  2. Department of Educational Studies, Purdue University, West Lafayette, IN, USA

    Helen Patrick

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Editors and Affiliations

  1. Dept. Educational Psychology, University of Minnesota, E. River Road 56, Minneapolis, 55455, Minnesota, USA

    Sandra L. Christenson

  2. Dept. Educational Psychology &, Instructional Technology, University of Georgia, Aderhold Hall 325N, Athens, 30602, Georgia, USA

    Amy L. Reschly

  3. Educational Research, New Zealand Council for, Wellington, New Zealand

    Cathy Wylie

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Anderman, E.M., Patrick, H. (2012). Achievement Goal Theory, Conceptualization of Ability/Intelligence, and Classroom Climate. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_8

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