Bonnett, Victoria Mary (2014) The contribution of achievement goal orientation to task-related classroom behaviour. Masters thesis (MPhil), University of Sussex.

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Abstract

This thesis investigates the influence of achievement goal orientation (AGO) on task-related classroom behaviour. The two different orientations suggested within a dichotomous AGO framework influence how children approach, plan and monitor their learning.
Paper 1- Seek, ignore or avoid: How achievement goal orientation influences children’s help-seeking during an interactive science task.
This study extends previous research into AGO and children’s help-seeking by investigating information gathering, help-seeking and post-help behaviour throughout a classroom-based task.
Sixty-four primary school children (mean age 9yrs, 6 mths) took part in the studies using science based educational software. We hypothesise that children differ in their help-seeking behaviour according to their AGO and that metacognitive support will help reduce these differences.
Results are consistent with the idea that performance-oriented children select higher levels of help than mastery-oriented children. Performance-oriented children appear more reluctant to choose challenging tasks if a successful outcome is uncertain. Our second study reduces these differences and post-test results indicate that carefully providing feedback and embedding metacognitive support is useful in reducing differences between AGO groups.
Paper 2- Maths, Mastery and Metacognition: How adding a creative approach can support children in maths.
We hypothesise that using creativity to support a mastery-oriented approach within a mathematics curriculum encourages metacognition, improves motivation and persistence and helps children achieve an underlying understanding of mathematical concepts thus improving mathematics performance. This paper reports an eleven week project aiming to embed problem-solving strategies within a mastery-oriented whole-class environment to promote exploration, collaboration and a focus on the process of problem-solving. Participants were 24 children from a rural primary school in East Sussex, 12 boys and 12 girls (mean age 8 years and 9 months). The intervention led to increases in girls’ perceived competence and motivation for mathematics and increased metacognitive reflection on learning strategies.

Item Type:	Thesis (Masters)
Schools and Departments:	School of Psychology > Psychology
Subjects:	L Education > LB Theory and practice of education > LB1050.9 Educational psychology
Depositing User:	Library Cataloguing
Date Deposited:	06 Jun 2014 11:36
Last Modified:	21 Sep 2015 13:52
URI:	http://sro.sussex.ac.uk/id/eprint/48868

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