The first instrument was Beliefs about Classroom Structures--there were three subscales
Motivating Tasks
- Students can work together on assignments in this class.
- In this class, making mistakes is a part of learning.
- The teacher explains ideas in this class in ways that make the information meaningful to the students.
- In this class, the teacher focuses on how to pass tests. R
- Students learn in this class by participating in class activities and discussions.
- In this class, activities and assignments are interesting.
- The teacher in this class values creative thinking and original ideas.
- In this class, the teacher emphasizes learning the material to gain understanding.
- In this class, the teacher introduces material in ways that are relevant, interesting, and familiar to students.
- The teacher shows how the activities in this class are related to
- students’ everyday lives or future careers.
- In this class, students learn mainly by listening to the teacher and taking notes. R
- In this class, the teacher tries to find out what each student wants to learn about.
- Students are given a chance to correct their mistakes in this class.
- Students know it is OK to make mistakes in this class.
- The teacher helps us understand how the activities and assignments in this class will be useful to us.
- Students are encouraged to use different methods for completing tasks in this class.
Mastery Evaluation
- The teacher in this class uses more than one way to determine grades (tests, projects, presentations, journals, etc.).
- In this class, the teacher praises students for genuine effort.
- The tests in this class match what we learned in class.
- In this class, assignments and tests are returned in a way that keeps individual student grades private.
- The teacher grades fairly in this class.
- Students are given a chance to correct their mistakes in this class.
- In this class, the teacher pays attention to whether I am improving.
- Students’ responses are treated with respect in this class.
- Only students with the highest grades can keep up with the pace of this class. R
- When students make mistakes they are treated with respect in this class.
- Students are provided with guidelines for how they will be tested on quizzes or other assignments in this class.
Autonomy
- Due dates for projects/assignments are flexible in this class.
- In this class, the teacher wants us to take responsibility for our learning.
- The teacher tells us how we can plan to meet our goals for this class.
- Students get to choose projects/topics they want to work on in this class.
- The teacher provides suggestions and guidance for organizing and managing the activities and assignments in this class.
- Individual thinking and students’ ideas are accepted in this class.
- In this class, the teacher changes the pace of instruction to meet the needs of the students.
The second instrument measured Self-efficacy
- I am sure about my ability to do the assignments in this class.
- Compared to others in this class, I think I am good at
- learning this material.
- I am certain I can understand the material presented in this class.
- I am sure I can do as well as, or better than, other students in this class on exams.
- I am sure I have the ability to understand the ideas and skills taught in this course.
- Compared with other students in this class my learning and study skills are strong.
- I am certain I can learn the ideas and skills taught in this class.
The third instrument measured goals and perceived instrumentality with three subscales that began with
I do the work in this class because . . .
Mastery Goals
- I want to improve my understanding of the ideas and/or skills
- I like to understand what I study in class.
- I want to learn new ideas and skills.
- learning the ideas and skills in this class is enjoyable.
- I like learning new ideas and skills.
Performance Goals -Approach
- I don't want others to think I'm not smart.
- I want look to smart to my friends.
- I like to get better grades than other students.
- I like to perform better than other students.
Perceived Instrumentality
- my performance in this class is important for becoming the person I want to be.
- my achievement plays a role in reaching my future goals.
- mastering the ideas and skills taught in this class will help me in the future.
- my performance in this class is important for becoming the person I want to be.
- understanding the ideas and skills is important for becoming the person I want to be.
- learning these ideas and skills is important for achieving my dreams in the future.
- my performance is important for becoming the person I want to be.
The fourth instrument measured Study Strategies
- Before a quiz or exam, I plan out how I will study.
- When I finish working practice problems or homework, I check my work for errors.
- I plan my study time for this class.
- I have a clear idea of what I am trying to accomplish in this class.
- If I have trouble understanding something I go over it again until I understand it.
- I try to plan an approach in my mind before I actually start homework or studying.
- When learning new information I try to put the ideas in my own words.
- When doing an assignment I make sure I know what I am asked to do before I begin.
- When I study I am aware of the ideas I have or have not understood.
- It is easy for me to establish goals for learning in this class.
- I answer practice problems to check my understanding.
- I make sure I understand the ideas that I study.