The Differential Effects of the Learning Environment on Student Achievement Motivation: A Comparision between Frontal and Complex Instruction Strategies

Ben-Ari, Rachel, Eliassy, Liat, Social Behavior and Personality: an international journal

Based on the postulates of "achievement goal theory," the present study compared the effectiveness of two instructional strategies, frontal instruction (FIS) and complex instruction (CIS), in promoting mastery goal orientation and adaptive motivational patterns. Three motivational variables, namely, the perception of the classroom goal structure, personal goal orientation, and achievement motivation patterns, were assessed by means of three separate questionnaires administered to 267 sixth-grade students from 5 CIS and 5 FIS classes. Overall, the results supported predictions that the two strategies led to differential effects on each of the three motivational variables, as well as on the …

Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Article title: The Differential Effects of the Learning Environment on Student Achievement Motivation: A Comparision between Frontal and Complex Instruction Strategies. Contributors: Ben-Ari, Rachel - Author, Eliassy, Liat - Author. Journal title: Social Behavior and Personality: an international journal. Volume: 31. Issue: 2 Publication date: January 1, 2003. Page number: 143+. © 2009 Scientific Journal Publishers, Ltd. Provided by ProQuest LLC. All Rights Reserved.

This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.