Abstracts - Earli

Performance-approach and avoidance goals evidenced very similar relations with perceived abilityand with attributions of results both to ability and luck, i.e., a less positive perceived-controlprofile. In sum, results support a clear distinction between mastery and performance goals (bothapproach and avoidance) as they hold differential relations with control-beliefs profiles. Moreover,results showed that approach- and avoidance-performance goals share very similar relations with anegative perceived-control profile.Situational changes in classroom-specific need for closureTeresa DeBacker, University of Oklahoma, USAH Michael Crowson, University of Oklahoma, USABarbara Greene, University of Oklahoma, USARaymond Miller, University of Oklahoma, USANeed for closure entails the twin desires to achieve certainty and avoid confusion and ambiguity(Kruglanski, 1989). Need for closure is of interest to educators as it seems plausible that studentswho are characterized by a high need for closure may prematurely curtail cognitive processingduring learning or problem solving ("seizing"), cling to prior knowledge even in the face ofconflicting information ("freezing"), or show excessive reliance on perceived authorities assources of information. General need for closure is known to have both trait-like and state-likequalities. Our results suggest that classroom-specific need for closure also has state-like qualities,as students’ reported need for closure changed across the semester as stress and fatigueaccumulated. The effect was different for students who preferred to use meaningful versus shallowstudy strategies. Implications for instruction are discussed.Managing multiple goals in learning contextsCaroline Mansfield, Murdoch University, AustraliaUnderstanding student motivation in classrooms is pivotal for educators and researchers wishing toenrich the learning potential of students. Recent motivation research has focused on examiningmotivation in real learning contexts (Volet & Järvelä, 2001) and exploring why students adoptparticular motivational goals (Urdan & Mestas, 2006). This paper presents classroom basedqualitative research investigating students’ motivational goals with a focus on why particular goalsare significant for individuals and how goals are managed in real contexts. The primary aim of thisstudy was to investigate the multiple goals pursued by a small group of students over a school yearand examine possible relationships between goals. In doing so it was necessary to consider thebroader contexts (school, classroom, family, peers) from which goals emanated and howindividuals managed goals. The participants were interviewed eight times and observed in theclassroom over the period of an academic year. Inductive processes were used to code and analysedata. The initial findings of this study show that students pursue a range of related academic andsocial goals for a variety of reasons. The significance of multiple goals and multiple contexts isemphasised in these findings as broad goals to please parents or maintain friendships had a directimpact on classroom behaviour, engagement and task goals. Understanding why goals are adoptedand how they are managed has significance for researchers who seek to develop motivationtheories and educators who wish to assist students reaching their learning potential.– 336 –