Professional Documents
Culture Documents
Patterns of
A d a ptive
L e arnin g S cales
P
A
L
S
C arol Mid g le y,
M arti n L. M a e h r, Lu d mila Z. H ru d a,
Eric A n d erm a n , Ly n l e y A n d erm a n ,
Kim b erle y E. Fre e m a n ,
M arg are t G h e e n , A vi Ka pla n ,
Re v a t h y Ku m ar, Mic h a el J. Mid dle t o n ,
Je a n n e N elso n , Ro b ert Ro eser, a n d
Tim o t h y U rd a n
U n iv ersity o f Mic h i g a n
2000
CONTENTS
I.
Introduction
II.
Student Scales
10
11
12
13
14
14
15
16
17
17
18
19
20
Academic Efficacy
20
Academic Press
21
22
Avoiding Novelty
24
Cheating Behavior
25
Disruptive Behavior
26
27
28
Success
III.
29
29
30
31
Neighborhood Space
32
Teacher Scales
3
3
34
35
2. Approaches to Instruction
IV
34
36
Mastery Approaches
36
Performance Approaches
37
38
Examples of Surveys
9
1. Student Survey
40
2. Teacher Survey
58
V.
64
VI.
68
ii
iii
I. I NTRODUCTION
1These scales have been developed and improved over time. Various scales have been used with
samples of children from third to ninth grade. Since internal consistency reliability is more difficult
to achieve with younger children, we have included alphas for younger elementary-aged children
whenever possible. The reliability coefficients for older children are usually higher. We do not
recommend using these scales with children who are in third grade or lower.
Mean
3.73
3.47
3.01
3.97
2.90
3.05
Standard Deviation
1.27
1.34
1.38
1.19
1.37
1.38
Standard Deviation
1.02
Skewness
-0.25
Scale
Mean
3.35
2 The validity of the original scales is documented in Midgley, Kaplan, Middleton, Urdan, Maehr,
Mean
2.73
3.00
2.88
2.67
2.52
Standard Deviation
1.52
1.44
1.40
1.43
1.41
Standard Deviation
1.15
Skewness
0.20
Scale
Mean
2.76
** These scale items are not included in the sample student survey (see page 40).
Mean
3.40
2.34
2.26
2.14
1.88
2.46
Standard Deviation
1.41
1.41
1.40
1.37
1.21
1.40
Standard Deviation
0.91
Skewness
0.41
Scale
Mean
2.41
** These scale items are not included in the sample student survey (see page 40).
10
Alpha: .85
Descriptive Statistics
Items*
9
25
29
38
49
Mean
3.99
4.28
4.09
4.07
4.34
Standard Deviation
1.17
1.05
1.16
1.09
1.02
Standard Deviation
0.88
Skewness
-1.13
Scale
Mean
4.15
* Numbers refer to the items in the sample student survey (see page 40).
3 These goal orientation scales were revised to eliminate items that assess intrinsic value and to eliminate
references to behaviors.
11
Mean
2.61
2.69
2.38
2.36
2.28
Standard Deviation
1.45
1.43
1.35
1.33
1.33
Standard Deviation
1.15
Skewness
0.53
Scale
Mean
2.46
* Numbers refer to the items in the sample student survey (see page 40).
12
Mean
2.41
2.03
2.63
2.52
Standard Deviation
1.40
1.33
1.47
1.38
Standard Deviation
1.04
Skewness
0.54
Scale
Mean
2.40
* Numbers refer to the items in the sample student survey (see page 40).
13
Alpha: .83
Descriptive Statistics
Items**
1
2
3
4
5
Mean
3.72
4.12
3.36
3.41
3.20
Standard Deviation
1.34
1.21
1.33
1.33
1.24
Standard Deviation
0.99
Skewness
-0.47
Scale
Mean
3.56
** These scale items are not included in the sample student survey (see page 40).
4 The teacher goal scales (mastery, performance-approach, performance-avoid) are not intended to
be used in the same analysis with classroom goal structure scales (mastery, performanceapproach, performance-avoid).
14
Mean
2.26
2.30
1.89
Standard Deviation
1.40
1.43
1.22
Standard Deviation
1.13
Skewness
0.81
Scale
Mean
2.15
** These scale items are not included in the sample student survey (see page 40).
15
Mean
1.66
1.92
2.29
1.93
1.24
Standard Deviation
1.08
1.18
1.33
Standard Deviation
0.88
Skewness
0.71
Scale
Mean
1.95
** These scale items are not included in the sample student survey (see page 40).
16
Mean
4.26
4.26
3.92
4.21
4.05
3.98
Standard Deviation
1.00
1.02
1.11
1.04
1.07
1.14
Standard Deviation
0.72
Skewness
-0.86
Scale
Mean
4.11
* Numbers refer to the items in the sample student survey (see page 40).
5 The classroom goal structure scales (mastery, performance-approach, performance-avoid) are not
intended to be used in the same analysis with teacher goal structure scales (mastery, performanceapproach, performance-avoid).
17
Mean
3.51
3.00
3.49
Standard Deviation
1.27
1.22
1.23
Standard Deviation
0.98
Skewness
-0.20
Scale
Mean
3.34
* Numbers refer to the items in the sample student survey (see page 40).
18
Mean
2.17
2.05
2.00
2.00
1.91
Standard Deviation
1.21
1.16
1.15
1.18
1.12
Standard Deviation
0.90
Skewness
0.79
Scale
Mean
2.03
* Numbers refer to the items in the sample student survey (see page 40).
19
I'm certain I can master the skills taught in class this year.
I'm certain I can figure out how to do the most difficult class work.
I can do almost all the work in class if I don't give up.
Even if the work is hard, I can learn it.
I can do even the hardest work in this class if I try.
Alpha: .78
Descriptive Statistics
Items*
1
11
52
56
58
Mean
4.17
4.10
4.42
4.42
4.33
Standard Deviation
0.94
1.04
0.92
0.90
1.04
Standard Deviation
0.71
Skewness
-1.02
Scale
Mean
4.20
* Numbers refer to the items in the sample student survey (see page 40).
20
Mean
3.14
3.20
4.09
3.61
4.05
3.53
3.63
Standard Deviation
1.23
1.28
1.11
1.21
1.05
1.14
1.97
Standard Deviation
0.77
Skewness
-0.28
Scale
Mean
3.62
* Numbers refer to the items in the sample student survey (see page 40).
21
Mean
2.00
2.16
2.08
2.22
1.81
2.29
Standard Deviation
1.35
1.39
1.38
1.43
1.19
1.35
Standard Deviation
1.01
Skewness
0.77
Scale
Mean
2.09
22
* Numbers refer to the items in the sample student survey (see page 40).
23
Mean
2.94
2.33
2.91
3.06
3.35
Standard Deviation
1.40
1.35
1.42
1.35
1.40
Standard Deviation
1.00
Skewness
0.05
Scale
Mean
2.92
* Numbers refer to the items in the sample student survey (see page 40).
24
Mean
1.48
1.70
1.74
Standard Deviation
0.96
1.08
1.08
Standard Deviation
0.94
Skewness
1.76
Scale
Mean
1.64
* Numbers refer to the items in the sample student survey (see page 40).
25
Alpha: .89
Descriptive Statistics
Items*
14
30
34
50
54
Mean
2.31
2.16
2.14
2.20
2.05
Standard Deviation
1.41
1.31
1.35
1.20
1.25
Standard Deviation
1.09
Skewness
0.93
Scale
Mean
2.17
* Numbers refer to the items in the sample student survey (see page 40).
26
Mean
1.82
1.64
1.67
1.95
1.71
1.97
1.72
Standard Deviation
1.11
1.11
1.07
1.24
1.03
1.21
1.08
Standard Deviation
0.75
Skewness
0.94
Scale
Mean
1.79
* Numbers refer to the items in the sample student survey (see page 40).
27
Mean
2.09
1.99
1.79
2.13
1.92
1.75
Standard Deviation
1.33
1.22
1.15
1.38
1.27
1.13
Standard Deviation
0.92
Skewness
1.00
Scale
Mean
1.95
* Numbers refer to the items in the sample student survey (see page 40).
28
Mean
3.27
3.18
3.78
4.38
3.12
4.22
Standard Deviation
1.23
1.23
1.19
0.95
1.27
0.99
Standard Deviation
0.73
Skewness
-0.48
Scale
Mean
3.66
* Numbers refer to the items in the sample student survey (see page 40).
29
Mean
2.11
2.01
2.50
3.50
3.39
Standard Deviation
1.17
1.24
1.32
1.24
1.33
Standard Deviation
0.86
Skewness
0.38
Scale
Mean
2.70
* Numbers refer to the items in the sample student survey (see page 40).
6 In factor analysis, this scale did not separate cleanly from the classroom performance-approach
goal structure scale. Specifically, item 92 from this scale loaded with classroom performanceapproach goal structure. Caution should be exercised when using these scales together in
analyses.
30
Mean
1.80
1.96
1.96
1.64
1.94
Standard Deviation
1.23
1.33
1.32
1.15
1.29
Standard Deviation
0.91
Skewness
1.01
Scale
Mean
1.87
* Numbers refer to the items in the sample student survey (see page 40).
31
Mean
3.99
3.56
3.67
3.53
3.85
3.91
Standard Deviation
1.33
1.42
1.39
1.34
1.38
1.31
Standard Deviation
0.93
Skewness
-0.58
Scale
Mean
3.74
* Numbers refer to the items in the sample student survey (see page 40).
32
33
Mean
4.44
4.28
3.66
3.73
4.20
4.33
3.86
Standard Deviation
0.72
0.80
0.91
0.96
0.78
0.76
0.88
Standard Deviation
0.56
Skewness
-0.33
Scale
Mean
4.07
* Numbers refer to the items in the sample teacher survey (see page 58).
34
Mean
2.67
3.07
3.28
3.39
3.36
2.44
Standard Deviation
0.98
1.08
0.93
0.96
1.28
0.96
Standard Deviation
0.67
Skewness
-0.17
Scale
Mean
3.02
* Numbers refer to the items in the sample teacher survey (see page 58).
35
Approaches to Instruction
Mastery Approaches
This refers to teacher strategies that convey to students that the purpose of engaging in
academic work is to develop competence.
In my classroom:
4. I make a special effort to recognize students individual progress,
even if they are below grade level.
11. During class, I often provide several different activities so that
students can choose among them.
13. I consider how much students have improved when I give them
report card grades.
26. I give a wide range of assignments, matched to students needs and
skill level.
Alpha: .69
Descriptive Statistics
Items*
4
11
13
26
Mean
4.31
2.41
3.75
3.22
Standard Deviation
0.93
1.12
1.11
1.17
Standard Deviation
0.76
Skewness
-0.16
Scale
Mean
3.44
* Numbers refer to the items in the sample teacher survey (see page 58).
36
Approaches to Instruction
Performance Approaches
This refers to teacher strategies that convey to students that the purpose of engaging in
academic work is to demonstrate competence.
In my classroom:
1. I give special privileges to students who do the best work.
9. I display the work of the highest achieving students as an example.
17. I help students understand how their performance compares to
others.
19. I encourage students to compete with each other.
21. I point out those students who do well as a model for the other
students.
Alpha: .69
Descriptive Statistics
Items*
1
9
17
19
21
Mean
2.15
2.19
2.49
1.79
2.42
Standard Deviation
1.34
1.30
1.35
0.93
1.38
Standard Deviation
0.85
Skewness
0.32
Scale
Mean
2.21
* Numbers refer to the items in the sample teacher survey (see page 58).
37
Mean
3.40
2.54
3.64
2.80
3.99
3.99
3.12
Standard Deviation
1.11
1.02
0.87
1.17
0.93
1.03
1.19
Standard Deviation
0.66
Skewness
-0.12
Scale
Mean
3.36
* Numbers refer to the items in the sample teacher survey (see page 58).
38
39
STUDENT SURVEY
The first question is an example.
I like strawberry ice cream.
1
SOMEWHAT TRUE
5
VERY TRUE
I'm certain I can master the skills taught in class this year.
1
2.
SOMEWHAT TRUE
5
VERY TRUE
I would avoid participating in class if it meant that other students would think I know a
lot.
1
SOMEWHAT TRUE
5
VERY TRUE
4.
SOMEWHAT TRUE
5
VERY TRUE
Even if I do well in school, it will not help me have the kind of life I want when I grow up.
1
5.
SOMEWHAT TRUE
5
VERY TRUE
If other students found out I did well on a test, I would tell them it was just luck even if
that wasnt the case.
1
NOT AT ALL TRUE
SOMEWHAT TRUE
40
5
VERY TRUE
6.
When Ive figured out how to do a problem, my teacher gives me more challenging
problems to think about.
1
7.
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
Its important to me that other students in my class think I am good at my class work.
1
9.
I would prefer to do class work that is familiar to me, rather than work I would have to
learn how to do.
8.
3
SOMEWHAT TRUE
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
11. I'm certain I can figure out how to do the most difficult class work.
1
SOMEWHAT TRUE
5
VERY TRUE
12. Some students fool around the night before a test. Then if they dont do well, they can
say that is the reason. How true is this of you?
1
41
SOMEWHAT TRUE
42
VERY TRUE
13. My chances of succeeding later in life dont depend on doing well in school.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
16. Some students purposely get involved in lots of activities. Then if they dont do well on
their class work, they can say it is because they were involved with other things. How
true is this of you?
1
SOMEWHAT TRUE
5
VERY TRUE
17. When Im working out a problem, my teacher tells me to keep thinking until I really
understand.
1
SOMEWHAT TRUE
5
VERY TRUE
18. Some students look for reasons to keep them from studying (not feeling well, having to
help their parents, taking care of a brother or sister, etc.). Then if they dont do well on
their class work, they can say this is the reason. How true is this of you?
1
SOMEWHAT TRUE
5
VERY TRUE
19. My teacher doesnt let me do just easy work, but makes me think.
1
43
SOMEWHAT TRUE
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
21. I wouldnt volunteer to answer a question in class if I thought other students would think I
was smart.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
23. I prefer to do work as I have always done it, rather than trying something new.
1
SOMEWHAT TRUE
5
VERY TRUE
24. If I did well on a school assignment, I wouldnt want other students to see my grade.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
44
5
VERY TRUE
27. Its very important to me that I dont look smarter than others in class.
1
SOMEWHAT TRUE
5
VERY TRUE
28. Doing well in school doesnt improve my chances of having a good life when I grow up.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
32. Getting good grades in school wont guarantee that I will get a good job when I grow
up.
1
SOMEWHAT TRUE
5
VERY TRUE
33. One of my goals is to keep others from thinking Im not smart in class.
1
NOT AT ALL TRUE
SOMEWHAT TRUE
5
VERY TRUE
45
SOMEWHAT TRUE
46
5
VERY TRUE
35. I like academic concepts that are familiar to me, rather than those I havent thought
about before.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
37. If I were good at my class work, I would try to do my work in a way that didnt show it.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
39. I sometimes copy answers from other students when I do my class work.
1
SOMEWHAT TRUE
5
VERY TRUE
40. I would choose class work I knew I could do, rather than work I havent done before.
1
SOMEWHAT TRUE
5
VERY TRUE
41. One of my goals is to show others that class work is easy for me.
1
NOT AT ALL TRUE
SOMEWHAT TRUE
47
5
VERY TRUE
42. Some students let their friends keep them from paying attention in class or from doing
their homework. Then if they dont do well, they can say their friends kept them from
working. How true is this of you?
1
SOMEWHAT TRUE
5
VERY TRUE
43. Doing well in school wont help me have a satisfying career when I grow up.
1
SOMEWHAT TRUE
5
VERY TRUE
44. Some students purposely dont try hard in class. Then if they dont do well, they can say
it is because they didnt try. How true is this of you?
1
SOMEWHAT TRUE
5
VERY TRUE
45. One of my goals is to look smart in comparison to the other students in my class.
1
SOMEWHAT TRUE
5
VERY TRUE
46. One of my goals in class is to avoid looking smarter than other kids.
1
SOMEWHAT TRUE
5
VERY TRUE
47. Some students put off doing their class work until the last minute. Then if they dont do
well on their work, they can say that is the reason. How true is this of you?
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
48
5
VERY TRUE
49
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
51. Its important to me that my teacher doesnt think that I know less than others in class.
1
SOMEWHAT TRUE
5
VERY TRUE
52. I can do almost all the work in class if I don't give up.
1
SOMEWHAT TRUE
5
VERY TRUE
53. My teacher makes sure that the work I do really makes me think.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
55. One of my goals in class is to avoid looking like I have trouble doing the work.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
50
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
THE FOLLOWING QUESTIONS ARE ABOUT THIS CLASS AND ABOUT THE
WORK YOU DO IN CLASS. REMEMBER TO SAY HOW YOU REALLY FEEL.
NO ONE AT SCHOOL OR HOME WILL SEE YOUR ANSWERS.
59. In our class, trying hard is very important.
1
SOMEWHAT TRUE
5
VERY TRUE
60. In our class, showing others that you are not bad at class work is really important.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
63. In our class, really understanding the material is the main goal.
1
51
SOMEWHAT TRUE
52
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
65. In our class, its important that you dont make mistakes in front of everyone.
1
SOMEWHAT TRUE
5
VERY TRUE
66. In our class, its important to understand the work, not just memorize it.
1
SOMEWHAT TRUE
5
VERY TRUE
67. In our class, its important not to do worse than other students.
1
SOMEWHAT TRUE
5
VERY TRUE
68. In our class, learning new ideas and concepts is very important.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
70. In our class, its OK to make mistakes as long as you are learning.
1
NOT AT ALL TRUE
SOMEWHAT TRUE
53
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
72. In our class, one of the main goals is to avoid looking like you cant do the work.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
74. In my neighborhood, I have trouble finding safe places to hang out with my friends.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
76. I don't like to have my parents come to school because their ideas are very different
from my teachers ideas.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
54
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
79. On the weekends, I can find good and useful things to do in my neighborhood.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
81. I feel uncomfortable when my parents come to school, because they are different from
the parents of many of my classmates.
1
SOMEWHAT TRUE
5
VERY TRUE
82. My parents would like me to do challenging class work, even if I make mistakes.
1
SOMEWHAT TRUE
5
VERY TRUE
83. I feel troubled because my home life and my school life are like two different worlds.
1
SOMEWHAT TRUE
5
VERY TRUE
84. After school, I can find many interesting and positive things to do in my neighborhood.
1
NOT AT ALL TRUE
SOMEWHAT TRUE
5
VERY TRUE
55
SOMEWHAT TRUE
5
VERY TRUE
86. In my neighborhood, there are places I can go to play outdoors and have fun.
1
SOMEWHAT TRUE
5
VERY TRUE
87. My parents want me to understand my class work, not just memorize how to do it.
1
SOMEWHAT TRUE
5
VERY TRUE
88. I feel upset because my teacher and my parents have different ideas about what I
should learn in school.
1
SOMEWHAT TRUE
5
VERY TRUE
89. My parents want me to see how my class work relates to things outside of school.
1
SOMEWHAT TRUE
5
VERY TRUE
90. My parents would like me to show others that I am good at class work.
1
SOMEWHAT TRUE
5
VERY TRUE
SOMEWHAT TRUE
5
VERY TRUE
92. My parents think getting the right answers in class is very important.
1
NOT AT ALL TRUE
SOMEWHAT TRUE
5
VERY TRUE
93. In my neighborhood, there are no places I can go that are attractive and clean.
56
SOMEWHAT TRUE
5
VERY TRUE
94. My parents would be pleased if I could show that class work is easy for me.
1
NOT AT ALL TRUE
SOMEWHAT TRUE
57
5
VERY TRUE
TEACHER SURVEY
1. I give special privileges to students who do the best work.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
2. If I try really hard, I can get through to even the most difficult student.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
STRONGLY DISAGREE
4.
5
STRONGLY AGREE
In this school: Students are told that making mistakes is OK as long as they are
learning and improving.
1
SOMEWHAT AGREE
5
STRONGLY AGREE
7.
5
STRONGLY AGREE
SOMEWHAT AGREE
STRONGLY DISAGREE
6.
5.
3
SOMEWHAT AGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
In this school: Its easy to tell which students get the highest grades and which
students get the lowest grades.
58
STRONGLY DISAGREE
8.
5
STRONGLY AGREE
STRONGLY DISAGREE
9.
3
SOMEWHAT AGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
10. In this school: Students who get good grades are pointed out as an example to
others.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
11. During class, I often provide several different activities so that students can
choose among them.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
12. In this school: Students hear a lot about the importance of getting high test
scores.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
13. I consider how much students have improved when I give them report card
grades.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
14. In this school: A lot of the work students do is boring and repetitious.
59
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
15. In this school: Grades and test scores are not talked about a lot.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
16. In this school: Students are frequently told that learning should be fun.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
18. Some students are not going to make a lot of progress this year, no matter what
I do.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
20. In this school: The emphasis is on really understanding schoolwork, not just
memorizing it.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
21. I point out those students who do well as a model for the other students.
60
1
STRONGLY DISAGREE
SOMEWHAT AGREE
61
5
STRONGLY AGREE
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
24. There is little I can do to ensure that all my students make significant progress
this year.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
25. In this school: Students hear a lot about the importance of making the honor roll
or being recognized at honor assemblies.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
26. I give a wide range of assignments, matched to students needs and skill level.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
27. In this school: A real effort is made to show students how the work they do in
school is related to their lives outside of school.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
5
STRONGLY AGREE
SOMEWHAT AGREE
62
5
STRONGLY AGREE
29. In this school: Students are encouraged to compete with each other
academically.
1
STRONGLY DISAGREE
SOMEWHAT AGREE
63
5
STRONGLY AGREE
64
7Scales from PALS have been refined and improved over the years. Therefore, the scales used in
some of these studies are not identical, though very similar, to scales included in this manual.
65
67
68
8 This is the same scale included in Midgley, C., Kaplan, A., Middleton, M., Urdan, T., Maehr. M.
L., Hicks, L., Anderman, E., & Roeser, R. W. (1998). Development and validation of scales
assessing students achievement goal orientation. Contemporary Educational Psychology, 23, 113131.
TEACHER SURVEY
Section Scale
Math Teachers of
Participating 6 th Grade
Elementary Students
Math Teachers of
Participating 6 th Grade
Elementary Students
Performance Approaches