A Cycle of Self-Regulation to Decrease Avoidance Behaviors in Middle School Males

achievement goal theory;self-regulated learning;self-handicapping;avoidance behaviors;not listed

Martin, DianeEith, Christine ;

Johns Hopkins University

关键词: achievement goal theory;    self-regulated learning;    self-handicapping;    avoidance behaviors;    not listed;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/60040/MARTIN-DISSERTATION-2018.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

Male middle school students underperform, as measured by disciplinary referral numbers, writing scores, and classroom grade performance. The focus of the concern included the population of a suburban middle school encompassing Grades 5 to 8. Using achievement goal theory as a framework, a needs assessment determined statistically significant differences between boys and girls in several areas, including classroom grades, perception of performance approach goals, writing performance, and in levels of self-handicapping and disruptive behavior. Students who demonstrated low performance, as well as avoidance tendencies, tended to demonstrate lower self-efficacy and lower utilization of learning and self-regulation strategies. Exploring interventions addressing singular factors led to the design of an intervention that encompassed the complexity and interrelatedness of the factors, with the goal of decreasing avoidance behaviors. Interventions designed to address only one component of motivation may miss the whole dynamic picture. To address the reasons for student tendencies for avoidance behaviors, students engaged in the creation of mastery goals accompanied by explicit learning about and application of self-regulated learning strategies in classroom settings. The cyclical nature of the intervention indicated the interconnectedness of the various factors in male engagement in avoidance behaviors.