This study's purpose was to examine effects of achievement goal orientations on problem solvings in classroom settings along Dweck(1986)'s model. In a pilot study, scales for measuring achievement goal orientations in arithmetic were constructed. Then they were known as highly reliable and valid. In the main experiment, 113 6th grade-children answered scales for measuring achievement goal orientation in arithmetic. Operated on high/low self-efficacy, subjects solved word problems. The results were as follows; l)learning goal had positive effects on problem solvings; 2) performance goal × self-efficacy interaction had negative effects on problem solvings; 3)but controlled intelligence score, performance goal × self-efficacy interaction showed no significant effects on problem solvings. Finally, unsolving problems were discussed.
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