Department of Mathematics, Faculty of Education, Ishik University, Erbil, Iraq
Abstract: It is very well known that the main cause of the classroom management problems is the students’ unwillingness to the subject that is taught. As long as students are actively engaged in the learning process the problems would be minimized and teacher would not spend too much energy for managing class. That is why the subject teacher’s main role is inspiring willingness and trying to involve all the students into the learning process actively. Considering the importance of teaching mathematics, teachers have to develop pedagogical strategies (recognizing of obstacles that exist in the students’ mathematics learning process) and help students to develop their mental faculties and reasoning abilities by improving mastery approach for learning mathematics. In order to boost mathematics-efficacy and outcome expectations choosing masteryoriented classroom management strategies is very essential since these strategies influence the amount and the quality of students’ engagement as well as mathematics learning and students’ persistence to continue learning when tasks are challenging. Therefore the main purpose of this study is to present the importance of fostering mastery goal orientation in classroom management. Additionally in order to foster students’ mastery goal adaptation, critical classroom management strategies based on modern motivational theories that are especially important for defining the success of teaching and learning mathematics will be offered.
Keywords: Mastery-Goal Orientation, Classroom Management Strategies, Implicit Theory of Intelligence, Self-Worth Theory, Social-Cognitive Theory, Modern Expectancy-Value Theory
Download the PDF Document from here.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
Bandura, A. (1997). Self Efficacy: The Exercise of Control. New York: Freeman.
Bloom, L. A. (2009). Classroom Management: Creating Positive Outcomes for All Students. Upper Saddle River, NJ: Pearson Education.
Covington, M. V. (1984). The self-worth theory of achievement motivation: Findings and implications. The Elementary School Journal, 85(1), 5-20.
Covington, M. V. (1992). Making the Grade: A Self-Worth Perspective on Motivation and School Reform. New York: Cambridge Univ.Press.
Dweck, C. S., & Leggett, E. L. (1988). A social cognitive approach to motivation and personality. Psychology Review, 95, 256-273.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality & Social Psychology, 70, 461-475.
Lin, C. J., Hung, P. H., & Lin, S. (2006). The power of goal orientation in predicting student mathematics achievement. 30th Conference of the İnternational Group for the Psycology of Mathematics Education, 4, 73-81.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management That Works: Research-Based Strategies for Every Teacher. Alexandria, Virgina, USA: Association for Supervision and Curriculum Development (ASCD).
Marzano, R., & Marzano, J. S. (2003). The key to classroom management. Educational Leasership, 6-13.
Parsonson, B. (2012). Evidence-Based classroom behaviour management. Ministry of Education: Special Education, 13(1), 16-23.
Phan, H. (2012). Trajectories of Self-efficacy and achievement goals: A developmental approach . Journal of Educational and Developmental Psychology, 2(2), 110-126.
Saxena, V., & Singh, B. (2014). Role of goal orientation, type of school and gender. International Human Research Journal, 2(1), 1-8.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78.
Winne, P. H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 397- 410.
Wong, H., & Wong, R. (2001). The First Days of School: How to Be an Effective Teacher. Singapore: Harry K.Wong Publication.
Wright, S., Horn, S., & Sanders, W. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67.
Zimmerman, B. J. (2004). Sociocultural influence and students’ development of academic self-regulation: A social-cognitive perspective. In D. M. McInerney, & S. Van Etten, Big theories revisted (pp. 139-164). Greenwhich, CT: Information Age.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), September 2018, Vol.5, No.1