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Students who have learning goals (associated with incremental beliefs) are more internally motivated and successful in the face of a challenging college course. After the first test in a course, those who possess learning goals are likely to improve their grades on the next test whereas those with performance goals did not.
According to expectancy–value theory, students' achievement and achievement related choices are most proximally determined by two factors: [1] expectancies for success, and subjective task values. Expectancies refer to how confident an individual is in his or her ability to succeed in a task whereas task values refer to how important, useful ...
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals. The taxonomy divides learning objectives into three broad domains: cognitive ...
Therefore, increasing their writing positive beliefs resulted in better performance in their writing. [53] Nurturing the participants' perceived self-efficacy elevated the goals that they used to set up in the writing courses, and this, in turn, promoted their quality of writing and placed more sense of self-satisfaction. [6]
Realization of goals has an effect on affect—that is, feelings of success and satisfaction. Achieving goals has a positive effect, and failing to meet goals has negative consequences. [6] However, the effect of goals is not exclusive to one realm. Success in one's job can compensate for feelings of failure in one's personal life. [6]
Leadership is about innovators and change agents; seeing the big picture, thinking strategically about how to attain goals, and working (with the help of others) to achieve the goals (Kouzes and Posner, 2009, p. 20). Strategic orientation is the ability to be innovative in connecting long-range visions and concepts to daily work.
Diagnostic assessment measures a student's current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations. [16]
Secondary goals are derivative of primary goals: without a primary goal, no secondary goals exist. [7] Secondary goals directly apply to the actions of the individual in the Goals, Plans, Action model. [8] There are five secondary goals: identity, conversation management, relational resource, personal resource, and affect management. [9]