Achievement trajectories in low-achieving students as a function of perceived classroom goal structures and socioeconomic backgrounds
Author:
Funder
Eunice Kennedy Shriver National Institute of Child Health and Human Development
Publisher
Springer Science and Business Media LLC
Subject
Sociology and Political Science,Developmental and Educational Psychology,Social Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s11218-023-09795-x.pdf
Reference79 articles.
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2. American Psychological Association. (2020). Socioeconomic status. American Psychological Association. https://www.apa.org/topics/socioeconomic-status/
3. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. https://doi.org/10.1037/0022-0663.84.3.261
4. Bardach, L., Oczlon, S., Pietschnig, J., & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology, 112(6), 1197–1220. https://doi.org/10.1037/edu0000419
5. Bastedo, M. N., & Jaquette, O. (2017). Running in place: Low-income students and the dynamics of higher education stratification. Educational Evaluation and Policy Analysis, 33(3), 318–339. https://doi.org/10.3102/0162373711406718
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