ترجمه مقاله نقش ضروری ارتباطات 6G با چشم انداز صنعت 4.0
- مبلغ: ۸۶,۰۰۰ تومان
ترجمه مقاله پایداری توسعه شهری، تعدیل ساختار صنعتی و کارایی کاربری زمین
- مبلغ: ۹۱,۰۰۰ تومان
In the past decade, the literature on achievement goals and achievement goal orientations has greatly expanded (for reviews, see Huang, 2011; Hulleman, Schrager, Bodmann, & Harackiewicz, 2010; Kaplan & Flum, 2010; Linnenbrink-Garcia, Middleton, Ciani, Easter, O’Keefe, & Zusho, 2012). Researchers worldwide have developed new theoretical models on the dimensionality of achievement goals (Elliot, Murayama, & Pekrun, 2011), have explored their antecedents and outcomes (Bra˚ten & Strømsø, 2008), and have tested their stability and how they change (Tuominen-Soini, Salmela-Aro, & Niemivirta, 2012). Applications of achievement goal theory have appeared in a variety of educational arenas including, but not limited to, primary education (Polychroni, Hatzichristou, & Sideridis, 2012), secondary education (Sparfeldt, Buch, Wirthwein, & Rost, 2007), higher education (Bipp, Steinmayr, & Spinath, 2012), teacher training (Nitsche, Dickha¨user, Fasching, & Dresel, 2013), workplace training (Gegenfurtner, 2011), and athletic coaching (Smith, Smoll, & Cumming, 2009). Since the pioneering work of Dweck (1986) and Nicholls (1984), achievement goals and achievement goal orientations (as well as the wider achievement motivation literature) now number among the most frequently investigated and published research topics in the leading journals of learning research. It is therefore a timely endeavor to gather the recent findings of international research teams on goals and goal orientations as a means of exploring, examining, and extending the frontiers of achievement goal theory