Effects of achievement goal orientations on problem solvings in classroom settings

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.