Using Achievement Goal Theory to Investigate Pre-service Music Teachers’ Attitudes toward Grading Practices
dc.contributor.advisor | Ciorba, Charles R. | |
dc.contributor.author | St Pierre, Nathan | |
dc.creator | St Pierre, Nathan | |
dc.date.accessioned | 2018-10-22T01:22:00Z | |
dc.date.available | 2018-10-22T01:22:00Z | |
dc.date.issued | 2017 | |
dc.description.abstract | The purpose of this study was to examine the interplay between achievement goal orientation (AGO) and attitudes toward grading practices. A secondary purpose was to identify homogeneous groups of participants for further analysis. Pre-service music teachers in their third year of undergraduate study (N = 56) were given measures of their achievement goal orientation (AGQ) and attitudes toward grading practices (GPAS). A cluster analysis homogeneously grouped participants into five AGO Profiles: (a) Non-Mastery-Oriented; (b) Non-Performance-Oriented; (c) Performance-Oriented; (d) Eclectic; and (e) Mastery-Oriented. These AGO Profiles differed significantly with regards to the average GPAS score for each group (GPAS_Total) [F(4, 51) = 2.94, p = .03, η2 = .19]. Specifically, the Mastery Oriented AGO Profile scored significantly (p ≤ .03) higher (M = 162.20, SD = 10.56) than the (a) Non-Mastery-Oriented AGO Profile (M = 143.33, SD = 14.99) and (b) Performance-Oriented AGO Profile (M = 145.90, SD = 10.72). These results suggest that neither AGQ scores representing high mastery-based orientations nor AGQ scores representing low performance-based orientations by themselves are enough to affect attitudes toward grading practices (GPAS_Total). Rather, it is the combination of both high mastery-based orientations with low performance-based orientations that leads to increased acceptance of grading practices typical of standards-based grading (SBG). In addition, AGO Profile, as a categorical variable, was not found to be significantly related to anticipated use of SBG (p = .51). | |
dc.format.extent | 110 pages | |
dc.identifier.uri | https://hdl.handle.net/1920/11333 | |
dc.language.iso | en | |
dc.rights | Copyright 2017 Nathan St Pierre | |
dc.subject | Music education | |
dc.subject | Music | |
dc.subject | Educational psychology | |
dc.subject | Educational Psychology | |
dc.subject | Music Education | |
dc.subject | Standards-based Grading | |
dc.subject | Teacher Education | |
dc.title | Using Achievement Goal Theory to Investigate Pre-service Music Teachers’ Attitudes toward Grading Practices | |
dc.type | Dissertation | |
thesis.degree.discipline | Music Education | |
thesis.degree.grantor | George Mason University | |
thesis.degree.level | Ph.D. |
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