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This Concept Map, created with IHMC CmapTools, has information related to: mastery-goals, Preference for Real Life Challenging Tasks, Students with Non-absolute epistemological beliefs are more likely to be Use Deeper Processing Strategies, Mastery Goals (or learning or task goals) appear to produce No High Grades, Mastery Goals (or learning or task goals) appear to produce Preference, Mastery Goals (or learning or task goals) often increase Interest, Future Time Perspective is more closely linked to Mastery Goals (or learning or task goals), Mastery Goals (or learning or task goals) often increase Affect, Mastery Goals (or learning or task goals) appear to be more Adaptive when Failure Occurs, Real Life Challenging Tasks should eliminate Rewards and Striving for Grades, Mastery Goals (or learning or task goals) appear to produce Student Continuance in a Subject, Mastery Goals (or learning or task goals) are aimed at Improving Skills, Mastery Goals (or learning or task goals) often increase Task Value, Mastery Goals (or learning or task goals) often increase Self-efficacy, Students with Non-absolute epistemological beliefs are more likely to be Mastery-oriented, Control and Choice could be detrimental in the Learning process of students who are not ready, Real Life Challenging Tasks should allow Control and Choice, Mastery Goals (or learning or task goals) chosen by Students with Non-absolute epistemological beliefs, Mastery Goals (or learning or task goals) can be encouraged to set by Teachers, Teachers can provide Real Life Challenging Tasks, Mastery Goals (or learning or task goals) appear to produce Task Persistance