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JournalISSN: 0022-0663

Journal of Educational Psychology 

American Psychological Association
About: Journal of Educational Psychology is an academic journal published by American Psychological Association. The journal publishes majorly in the area(s): Academic achievement & Reading (process). It has an ISSN identifier of 0022-0663. Over the lifetime, 8020 publications have been published receiving 638661 citations.


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TL;DR: A discussion of matching, randomization, random sampling, and other methods of controlling extraneous variation is presented in this paper, where the objective is to specify the benefits of randomization in estimating causal effects of treatments.
Abstract: A discussion of matching, randomization, random sampling, and other methods of controlling extraneous variation is presented. The objective is to specify the benefits of randomization in estimating causal effects of treatments. The basic conclusion is that randomization should be employed whenever possible but that the use of carefully controlled nonrandomized data to estimate causal effects is a reasonable and necessary procedure in many cases. Recent psychological and educational literature has included extensive criticism of the use of nonrandomized studies to estimate causal effects of treatments (e.g., Campbell & Erlebacher, 1970). The implication in much of this literature is that only properly randomized experiments can lead to useful estimates of causal effects. If taken as applying to all fields of study, this position is untenable. Since the extensive use of randomized experiments is limited to the last half century,8 and in fact is not used in much scientific investigation today,4 one is led to the conclusion that most scientific "truths" have been established without using randomized experiments. In addition, most of us successfully determine the causal effects of many of our everyday actions, even interpersonal behaviors, without the benefit of randomization. Even if the position that causal effects of treatments can only be well established from randomized experiments is taken as applying only to the social sciences in which

8,377 citations

Journal ArticleDOI
TL;DR: In this article, a correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes.
Abstract: A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed. Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno & Mandinach, 1983; Corno & Rohrkemper, 1985). There are a variety of definitions of selfregulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students' metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., Brown, Bransford, Campione, & Ferrara, 1983; Corno, 1986; Zim

7,442 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examine the classroom learning environment in relation to achievement goal theory of motivation and argue for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other.
Abstract: This article examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of structures that can influence children's orientation toward different achievement goals. Central to the thesis of this article is a perspective that argues for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other

6,050 citations

Journal ArticleDOI
TL;DR: This paper found that students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging tasks, had a more positive attitude toward the class, and had a stronger belief that success follows from one's effort.
Abstract: We studied how specific motivational processes are related to the salience of mastery and performance goals in actual classroom settings. One hundred seventy-six students attending a junior high/high school for academically advanced students were randomly selected from one of their classes and responded to a questionnaire on their perceptions of the classroom goal orientation, use of effective learning strategies, task choices, attitudes, and causal attributions. Students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging tasks, had a more positive attitude toward the class, and had a stronger belief that success follows from one's effort. Students who perceived performance goals as salient tended to focus on their ability, evaluating their ability negatively and attributing failure to lack of ability. The pattern and strength of the findings suggest that the classroom goal orientation may facilitate the maintenance of adaptive motivation patterns when mastery goals are salient and are adopted by students. Recent research on achievement motivation has focused on identifying different types of goal orientations among students, the motivational processes that are associated with these different goals, and the conditions that elicit them. These goal orientations have been contrasted as task involved versus ego involved (Maehr, 1983; Maehr & Nicholls, 1980; Nicholls, 1979, 1984; see also deCharms, 1968, 1976), as learning oriented versus performance oriented (Dweck, 1986, 1988; Dweck & Elliott, 1984), and as mastery focused versus ability focused (Ames, 1984a; Ames & Ames, 1984). Because the conceptual relations among task, learning, and mastery goals and among ego, performance, and ability goals are convergent, these perspectives have been integrated and are hereafter identified as mastery and performance goals, respectively (cf.

3,653 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202353
2022168
202187
2020115
201996
201859