The relationship of classroom achievement goals, personal achievement goals, and frames of reference with academic self-concept.

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dc.contributor.advisorDeBacker, Teresa K.,en_US
dc.contributor.authorWhite, Deborah.en_US
dc.date.accessioned2013-08-16T12:20:23Z
dc.date.available2013-08-16T12:20:23Z
dc.date.issued2006en_US
dc.description.abstractExamines the relationship between undergraduates' perception of their classroom environment, their adoption of achievement goals, their use of frames of reference and academic self-efficacy and self-concept. The study also looked at proposed models by Skaalvik and Skaalvik (2002) and Elliot and Thrash (2001) in order to investigate whether frames of reference represent a unique influence on academic self-concept distinct from the influence of achievement goals. Results reveal that frames of reference do account for a sizable enough variance in self-efficacy to suggest that the standard a student uses to evaluate his academic performance contributes uniquely to his academic self-concept.en_US
dc.format.extentvi, 83 leaves :en_US
dc.identifier.urihttp://hdl.handle.net/11244/1097
dc.noteSource: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3715.en_US
dc.noteAdviser: Teresa K. DeBacker.en_US
dc.subjectSelf-efficacy.en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectAcademic achievement.en_US
dc.subjectSelf-perception.en_US
dc.subjectCollege students Psychology.en_US
dc.thesis.degreePh.D.en_US
dc.thesis.degreeDisciplineDepartment of Educational Psychologyen_US
dc.titleThe relationship of classroom achievement goals, personal achievement goals, and frames of reference with academic self-concept.en_US
dc.typeThesisen_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychology
ou.identifier(UMI)AAI3237527en_US

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