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International Journal of Educational Research

2013 Volume 61, Number 1

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Table of Contents

Number of articles: 15

  1. School goal structure: Associations with students’ perceptions of their teachers as emotionally supportive, academic self-concept, intrinsic motivation, effort, and help seeking behavior

    Einar M. Skaalvik & Sidsel Skaalvik

    The purpose of the present study was to test how students’ perceptions of the school goal structure were related to their perception of the teachers as emotionally supportive, and to their academic... More

    pp. 5-14

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  2. Development of achievement goals across the transition out of secondary school

    Angelika M. Meier, Marion Reindl, Robert Grassinger, Valérie-D. Berner & Markus Dresel, Department of Psychology, University of Augsburg, Germany

    Changes in achievement goals over the transition from secondary school into new educational contexts (e.g., vocational training, university studies) were addressed using a sample of 367 secondary... More

    pp. 15-25

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  3. Predictive relationships between adult students’ achievement goal orientations, course evaluations, and performance

    Antti-Tuomas Pulkka & Markku Niemivirta

    We examined the predictive relations between adult students’ achievement goal orientations, course evaluations and performance. The data were collected from 88 Finnish National Defence University... More

    pp. 26-37

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  4. Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study

    Felix C. Dinger & Oliver Dickhäuser

    The reported experiment tested if individuals’ subjective belief about the malleability of intelligence causes their achievement goals. Eighty university students were randomly assigned to read one... More

    pp. 38-47

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  5. Achievement goals of traditional and nontraditional aged college students: Using the 3 × 2 achievement goal framework

    Marcus Lee Johnson & Jessica L. Kestler

    In this paper we present the results of a study meant to investigate whether traditional and nontraditional students differ in their achievement goals as described by the 3×2 framework of... More

    pp. 48-59

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  6. Motivation for choosing teacher education: Associations with teachers’ achievement goals and instructional practices

    Isabell Paulick, Department of Psychology, Christian-Albrechts-University of Kiel, Germany; Jan Retelsdorf, Leibniz Institute for Science and Mathematics Education, Germany; Jens Möller, Department of Psychology, Christian-Albrechts-University of Kiel, Germany

    This study investigated the association between the motivation for choosing teacher education, teachers’ instructional practices, and teachers’ achievement goals. In Study 1, the associations... More

    pp. 60-70

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  7. Stability or change? Effects of training length and time lag on achievement goal orientations and transfer of training

    Erkka Laine, Department of Teacher Education, University of Turku, Finland; Andreas Gegenfurtner, TUM School of Education, Technische Universität München, Germany

    Over the past 30 years, numerous studies have examined the differential influences of achievement goal orientations on transfer of training, with heterogeneous results. The present study used meta-... More

    pp. 71-79

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  8. How does understanding why people learn improve our knowledge of designing instruction?

    Tina Hascher

    pp. 80-84

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  9. Goals are motivational researchers’ best friend, but to what extent are achievement goals and achievement goal orientations also the best friend of educational outcomes?

    Alexander Minnaert

    pp. 85-89

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  10. The post-carbon challenge for curriculum subjects

    Sasha Matthewman & John Morgan

    As global capitalism comes up against the ‘limits to growth’, there is an urgent need for ‘futures-oriented’ approaches to education. Taking as its starting point the notion of ‘post-carbon social ... More

    pp. 93-100

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  11. Skills anticipation—The future of work and education

    Rob Wilson

    Skills are frequently advocated as a panacea for economic and social ills, and anticipation of changing skill needs is seen as playing a key role in ensuring education and training deliver the... More

    pp. 101-110

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  12. Thinking about the future: Insights from an international project

    David Istance, Centre for Educational Research and Innovation, OECD, France; Henno Theisens, The Hague University for Applied Sciences

    From 1997 to 2008 the OECD ran a project entitled “Schooling for Tomorrow”, providing policy makers and practitioners with tools and insights to address education in more future-oriented ways. The ... More

    pp. 111-115

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  13. Located futures: Recognising place and belonging in narratives of the future

    Richard Sandford

    This paper explores the possibility that dominant accounts of the future in education privilege a primarily economic conception of education, and risk obscuring the role education has in shaping... More

    pp. 116-125

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  14. Childhood, possibility thinking and wise, humanising educational futures

    Anna Craft

    An aspect of rapid, unpredictable change is digital technology which engages increasing numbers of children and young people. Consumers and producers, participants in virtual spaces seamlessly... More

    pp. 126-134

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  15. The problem of the future and the possibilities of the present in education research

    Keri Facer

    Educators today are increasingly asked to transform education to meet the economic needs of the future. Progressive education research has long sought to contest such instrumental accounts of the... More

    pp. 135-143

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