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https://olympias.lib.uoi.gr/jspui/handle/123456789/31275Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Αποστόλου, Μαίρη | el |
| dc.date.accessioned | 2021-07-22T09:19:45Z | - |
| dc.date.available | 2021-07-22T09:19:45Z | - |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/31275 | - |
| dc.identifier.uri | http://dx.doi.org/10.26268/heal.uoi.11100 | - |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
| dc.subject | Σχολική τάξη | el |
| dc.subject | Εκπαιδευτική ψυχολογία | el |
| dc.subject | Παιδαγωγική ψυχολογία | |
| dc.subject | Πρόγραμμα TARGET | |
| dc.title | Η ενδυνάμωση στόχων μάθησης , και όχι μόνο επίδοσης , στη σχολική τάξη | el |
| heal.type | journalArticle | el |
| heal.type.en | Journal article | en |
| heal.type.el | Άρθρο περιοδικού | el |
| heal.generalDescription | σ. [13]-77 | el |
| heal.generalDescription | Περίληψη στα αγγλικά | el |
| heal.classification | Μάθηση--Κίνητρα | el |
| heal.classification | Κίνητρα στην εκπαίδευση | el |
| heal.classification | Σχολική επίδοση | |
| heal.dateAvailable | 2021-07-22T09:20:45Z | - |
| heal.language | el | el |
| heal.access | free | el |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Βιβλιοθήκη και Κέντρο Πληροφόρησης | el |
| heal.publicationDate | 2016 | - |
| heal.bibliographicCitation | Βιβλιογραφία: σ. 67-76 | en |
| heal.abstract | The paple presents the T A R G E T intervention program. According to its designer there are six highly salient classroom dimensions where teachers may initiate decisions which can orient students towards the adoption of either learning or performance goals. The program is based on achievement goal theory, which has stressed the motivational superiority of the prevalence of learning goals w ithin the classroom. Such goals emphasize meaningful learning, personal improvement and progress, the significance of effort and persistence, the importance of intellectual development and learning, mastery of knowledge and skills, the value of investing in and developing personal interests and achieving personal goals. On the other hand, performance goals focus on students’ ability and performance differences and convey to them the message that the im portant thing in classroom and school is to do better than others. The six classroom dimensions in clude the nature of the task assigned to students, the authority students have with reference to their learning, the practices adopted by the teachers in order to recognize students’ work, criteria for grouping the students, procedures and criteria for students’ evaluation, the way time is used w ithin the classroom. The paper examines each one of these dimensions in a more detailed way. | el |
| heal.publisher | Πανεπιστήμιο Ιωαννίνων. Φιλοσοφική Σχολή. Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας | el |
| heal.journalName | Δωδώνη: Μέρος Τρίτο: επιστημονική επετηρίδα του Τμήματος Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας της Φιλοσοφικής Σχολής του Πανεπιστημίου Ιωαννίνων; Τόμ. 38 (2016-2017) | el |
| heal.journalType | peer-reviewed | el |
| heal.fullTextAvailability | true | - |
| Appears in Collections: | Τόμος 38 (2016-2017) | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Η ενδυνάμωση στόχων μάθησης , και όχι μόνο επίδοσης , στη σχολική τάξη.pdf | 1.61 MB | Adobe PDF | View/Open |
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