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Direct linkMcKellar, Sarah E.; Ryan, Allison M.; Messman, Elizabeth A.; Brass, Nicole R.; Laninga-Wijnen, Lydia – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2021
This study investigated how two aspects of the classroom environment (teachers' emphasis on mastery goals and descriptive norms (i.e., the average student disruptive, prosocial, and achievement-related behavior in a classroom), moderated the relationship between student behaviors and coolness. The sample included 976 students nested in 54 fifth-…
Descriptors: Mastery Learning, Correlation, Grade 6, Prosocial Behavior
Ryan, Allison M.; Shim, Sungok Serena – Journal of Educational Psychology, 2012
Students' academic help seeking from peers was examined at 6-month intervals for 3 time points spanning the transition from elementary school to middle school (N = 655; 53.6% girls, 46.4% boys; 53.9% African American, 46.1% European American). Adaptive help seeking from peers declined over time, whereas expedient help seeking from peers increased.…
Descriptors: Help Seeking, Early Adolescents, Correlation, Academic Achievement
Patrick, Helen; Ryan, Allison M. – Journal of Experimental Education, 2008
In this article, the authors investigated the teacher practices that middle school students attend to when appraising their classroom's mastery goal structure. After students rated each item on the mastery goal structure scale, they wrote what their teacher did or said that led them to make that choice. Students' responses to the open-ended…
Descriptors: Student Motivation, Educational Practices, Investigations, Questionnaires
