The relationship between teachers' goal orientations and strategy-based instruction and low-achieving students' goal orientations, self-regulation, and achievement

Jessie EE, Phillip John MOORE, Lourdusamy ATPUTHASAMY

Research output: Contribution to journalArticle

Abstract

This paper reports the findings of a study that examines the relationship between teachers’ classroom goal orientations and strategy-based instruction and low-achieving (LA) students’ goal orientations, self-regulated learning, and achievement. The study involves a sample size of 981 LA Primary Six students and 85 teachers in LA classes in 45 Singapore schools. Multilevel modelling is used in the study to examine the extent of teachers’ influence in the classroom. The findings reveal that teachers do make a significant difference especially in their students’ achievement. The discussion in this paper demonstrates the different patterns of influence between teachers in LA classes on their students’ goal orientations, self-regulated learning, and achievement. Copyright © 2001 The Hong Kong Institute of Education.
Original languageEnglish
Pages (from-to)115-134
JournalAsia-Pacific Journal of Teacher Education & Development
Volume4
Issue number2
Publication statusPublished - Dec 2001

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self-regulation
instruction
teacher
lower class
student
classroom
learning
Singapore
school

Citation

Ee, J., Moore, P. J., & Atputhasamy, L. (2001). The relationship between teachers' goal orientations and strategy-based instruction and low-achieving students' goal orientations, self-regulation, and achievement. Asia-Pacific Journal of Teacher Education & Development, 4(2), 115-134.