Student Perceptions in the Classroom
Edited by Dale H. Schunk, Judith L. Meece
Routledge – 1992 – 376 pages
This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts and to discuss the implications of this research for educational practices. Although contributors share the view that students' perceptions exert important effects in achievement settings, they differ in diverse ways including their theoretical orientation, their choice of research methodology, the perceptions they believe are of primary importance, and the antecedents and consequences of these perceptions. They discuss the current status of their ideas and provide a forward look at research and practice.
"This volume brings together some well known researchers in the field. It represents a comprehensive review of current research and as such, is a valuable resource to classroom teachers and to anyone intrigued by the complexities of school learning and achievement."
—Child Development Abstracts & Bibliography
"…such a comprehensive and well-written volume serves as a timely and valuable resource….the contributors to this volume are to be congratulated on considerate syntheses of their respective research programs and literatures. Great care was taken to define key terms and to overview historical data. The results are chapters easily understandable to an audience relatively unfamiliar with the area of student perceptions….the editors have succeeded in their attempt to produce a comprehensive and scholarly volume on student perceptions."
Contents: Part I:Issues in the Study of Student Perceptions. D.H. Schunk, Theory and Research on Student Perceptions in the Classroom. A. Assor, J.P. Connell, The Validity of Students' Self-Reports as Measures of Performance Affecting Self-Appraisals. Part II:Social Perceptions. T.J. Berndt, K. Keefe, Friends' Influence on Adolescents' Perceptions of Themselves at School. S. Graham, C. Hudley, An Attributional Approach to Aggression in African-American Children. A. Wigfield, R.D. Harold, Teacher Beliefs and Children's Achievement Self-Perceptions: A Developmental Perspective. R.S. Newman, M.T. Schwager, Student Perceptions and Academic Help-Seeking. Part III:Ability-Related Perceptions. P.R. Pintrich, B. Schrauben, Students' Motivational Beliefs and Their Cognitive Engagement in Classroom Academic Tasks. B.J. Zimmerman, M. Martinez-Pons, Perceptions of Efficacy and Strategy Use in the Self-Regulation of Learning. J.L. Meece, D.P. Courtney, Gender Differences in Students' Perceptions: Consequences for Achievement-Related Choices. G. Hackett, N.E. Betz, Self-Efficacy Perceptions and the Career-Related Choices of College Students. B.G. Licht, The Achievement-Related Perceptions of Children With Learning Problems: A Developmental Analysis. Part IV:Goal Perceptions. J.G. Nicholls, Students as Educational Theorists. K.R. Wentzel, Motivation and Achievement in Adolescence: A Multiple Goals Perspective. C.M. Jagacinski, The Effects of Task Involvement and Ego Involvement on Achievement-Related Cognitions and Behaviors. C. Ames, Achievement Goals and the Classroom Motivational Climate.