Patterns of Adaptive Learning Scales (PALS) – Student
Midgley et al. 1998 & revised version Midgley et al. 2000
مقیاس های الگوی یادگیری سازگار
HERE ARE SOME QUESTIONS ABOUT YOUR SELF AS A STUDENT IN THISCLASS. PLEASE CIRCLE THE NUMBER THAT BEST DESCRIBES WHATYOU THINK.
1. I'm certain I can master the skills taught in class this year.
2. I would avoid participating in class if it meant that other students would think I know a lot.
3. It’s important to me that I don’t look stupid in class.
4. Even if I do well in school‚ it will not help me have the kind of life I want when I grow up.
5. If other students found out I did well on a test‚ I would tell them it was just luck even if that wasn’t the case.
6. When I’ve figured out how to do a problem‚ my teacher gives me more challenging problems to think about.
7. I would prefer to do class work that is familiar to me‚ rather than work I would have to learn how to do.
8. It’s important to me that other students in my class think I am good at my class work.
9. It’s important to me that I learn a lot of new concepts this year.
10.My teacher presses me to do thoughtful work.
11.I'm certain I can figure out how to do the most difficult class work.
12.Some students fool around the night before a test. Then if they don’t do well‚ they can say that is the reason. How true is this of you?
13.My chances of succeeding later in life don’t depend on doing well in school.
14.I sometimes annoy my teacher during class.
15.My teacher asks me to explain how I get my answers.
16.Some students purposely get involved in lots of activities. Then if they don’t do well on their class work‚ they can say it is because they were involved with other things. How true is this of you?
17.When I’m working out a problem‚ my teacher tells me to keep thinking until I really understand.
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 don’t do well on their class work‚ they can say this is the reason. How true is this of you?
19.My teacher doesn’t let me do just easy work‚ but makes me think.
20.I don’t like to learn a lot of new concepts in class.
21.I wouldn’t volunteer to answer a question in class if I thought other students would think I was smart.
22.I sometimes copy answers from other students during tests.
23.I prefer to do work as I have always done it‚ rather than trying something new.
24.If I did well on a school assignment‚ I wouldn’t want other students to see my grade.
25.One of my goals in class is to learn as much as I can.
26.One of my goals is to show others that I’m good at my class work.
27.It’s very important to me that I don’t look smarter than others in class.
28.Doing well in school doesn’t improve my chances of having a good life when I grow up.
29.One of my goals is to master a lot of new skills this year.
30.I sometimes get into trouble with my teacher during class.
31.I sometimes cheat on my class work.
32.Getting good grades in school won’t guarantee that I will get a good job when I grow up.
33.One of my goals is to keep others from thinking I’m not smart in class.
34.I sometimes behave in a way during class that annoys my teacher.
35.I like academic concepts that are familiar to me‚ rather than those I haven’t thought about before.
36.Even if I am successful in school‚ it won’t help me fulfill my dreams.
37.If I were good at my class work‚ I would try to do my work in a way that didn’t show it.
38.It’s important to me that I thoroughly understand my class work.
39.I sometimes copy answers from other students when I do my class work.
40.I would choose class work I knew I could do‚ rather than work I haven’t done before.
41.One of my goals is to show others that class work is easy for me.
42.Some students let their friends keep them from paying attention in class or from doing their homework. Then if they don’t do well‚ they can say their friends kept them from working. How true is this of you?
43.Doing well in school won’t help me have a satisfying career when I grow up.
44.Some students purposely don’t try hard in class. Then if they don’t do well‚ they can say it is because they didn’t try. How true is this of you?
45.One of my goals is to look smart in comparison to the other students in my class.
46.One of my goals in class is to avoid looking smarter than other kids.
47.Some students put off doing their class work until the last minute. Then if they don’t do well on their work‚ they can say that is the reason. How true is this of you?
48.It’s important to me that I look smart compared to others in my class.
49.It’s important to me that I improve my skills this year.
50.I sometimes don’t follow my teacher’s directions during class.
51.It’s important to me that my teacher doesn’t think that I know less than others in class.
52.I can do almost all the work in class if I don't give up.
53.My teacher makes sure that the work I do really makes me think.
54.I sometimes disturb the lesson that is going on in class.
55.One of my goals in class is to avoid looking like I have trouble doing the work.
56.Even if the work is hard‚ I can learn it.
57.My teacher accepts nothing less than my full effort.
58.I can do even the hardest work in this class if I try.
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.
60.In our class‚ showing others that you are not bad at class work is really important.
61.In our class‚ how much you improve is really important.
62.In our class‚ getting good grades is the main goal.
63.In our class‚ really understanding the material is the main goal.
64.In our class‚ getting right answers is very important.
65.In our class‚ it’s important that you don’t make mistakes in front of everyone.
66.In our class‚ it’s important to understand the work‚ not just memorize it.
67.In our class‚ it’s important not to do worse than other students.
68.In our class‚ learning new ideas and concepts is very important.
69.In our class‚ it’s very important not to look dumb.
70.In our class‚ it’s OK to make mistakes as long as you are learning.
71.In our class‚ it’s important to get high scores on tests.
72.In our class‚ one of the main goals is to avoid looking like you can’t do the work.
BELOW ARE EXAMPLES OF THINGS STUDENTS SOMETIMES FEEL ABOUT THEIR HOME‚ SCHOOL AND CULTURE. PLEASE BE VERY HONEST AND TELL US HOW TRUE EACH OF THESE IS FOR YOU. NO ONE AT HOME OR AT SCHOOL WILL EVER SEE YOUR ANSWERS.
73.My parents don’t like it when I make mistakes in my class work.
74.In my neighborhood‚ I have trouble finding safe places to hang out with my friends.
75.My parents want me to spend time thinking about concepts.
76.I don't like to have my parents come to school because their ideas are very different from my teachers’ ideas.
77.After school‚ I find it difficult to find anything worthwhile to do in my neighborhood.
78.My parents would like it if I could show that I’m better at class work than other students in my class.
79.On the weekends‚ I can find good and useful things to do in my neighborhood.
80.My parents want my work to be challenging for me.
81.I feel uncomfortable when my parents come to school‚ because they are different from the parents of many of my classmates.
82.My parents would like me to do challenging class work‚ even if I make mistakes.
83.I feel troubled because my home life and my school life are like two different worlds.
84.After school‚ I can find many interesting and positive things to do in my neighborhood.
85.I am not comfortable talking to many of my classmates because my family is very different from theirs.
86.In my neighborhood‚ there are places I can go to play outdoors and have fun.
87.My parents want me to understand my class work‚ not just memorize how to do it.
88.I feel upset because my teacher and my parents have different ideas about what I should learn in school.
89.My parents want me to see how my class work relates to things outside of school.
90.My parents would like me to show others that I am good at class work.
91.My parents want me to understand concepts‚ not just do the work.
92.My parents think getting the right answers in class is very important.
93.In my neighborhood‚ there are no places I can go that are attractive and clean.
94.My parents would be pleased if I could show that class work is easy for me.
Perception of Teacher’s Goals
Teacher mastery Goal
In this class:
1. My teacher thinks mistakes are okay as long as we are learning.
2. My teacher wants us to understand our work‚ not just memorize it.
3. My teacher really wants us to enjoy learning new things.
4. My teacher recognizes us for trying hard.
5. My teacher gives us time to really explore and understand new ideas.
Teacher Performance-Approach Goal
In this class:
1. My teacher points out those students who get good grades as an example to all of us.
2. My teacher lets us know which students get the highest scores on a test.
3. My teacher tells us how we compare to other students.
Teacher Performance-Avoid Goal
In this class:
1. My teacher tells us that it is important that we don’t look stupid in class.
2. My teacher says that showing others that we are not bad at class work should be our goal.
3. My teacher tells us it’s important to join in discussions and answer questions so it doesn’t look like we can’t do the work.
4. My teacher tells us it’s important to answer questions in class‚ so it doesn’t look like we can’t do the work.
PALS Personal Goal Orientation Scales
Anderman‚ Urdan‚ Roeser‚ 2003
Personal mastery Goal Orientation Alpha = .85
1. It is important to me that I learn a lot of new concepts this year.
2. One of my goals in class is to learn as much as I can.
3. One of my goals is to mastery a lot of new skills this year.
4. It’s important to me that I thoroughly understand my class work.
5. It’s important to me that I improve my skills this year.
Personal Performance-Approach Goal Orientation Alpha = .89
1. It’s important to me that other students in my class think I am good at my class work.
2. One of my goals is to show others that I’m good at my class work.
3. One of my goals is to show others that class work is easy for me.
4. One of my goals is to look smart in comparison to the other students in my class.
5. It is important to me that I look smart compared to others in my class.
Personal Performance-Avoidance Goal Orientation Alpha = .74
1. It’s important to me that I don’t look stupid in class.
2. One of my goals is to keep others from thinking I’m not smart in class.
3. It’s important to me that my teacher doesn’t think that I know less than others in class.
4. One of my goals in class is to avoid looking like I have trouble doing the
Goal Orientation Scales
Midgley et al‚ 1998
Task Goal Orientation
1. I like school work that I’ll learn from‚ even if I make a lot of mistakes.
2. An important reason why I do my school work is because I like to learn new things.
3. I like school work best when it really makes me think.
4. An important reason why I do my work in school is because I want to get better at it.
5. I do my school work because I’m interested in it.
6. An important reason I do my school work is because I enjoy it.
Ability-Approach Goal Orientation
7. I would feel really good if I were the only one who could answer the teachers’ questions in class.
8. It’s important to me that the other students in my classes think that I am good at my work.3
9. I want to do better than other students in my classes.
10.I would feel successful in school if I did better than most of the other students.
11.I’d like to show my teachers that I’m smarter than the other students in my classes.
12.Doing better than other students in school is important to me.
Ability-Avoid Goal Orientation
13.It’s very important to me that I don’t look stupid in my classes.
14.An important reason I do my school work is so that I don’t embarrass myself.
15.The reason I do my school work is so my teachers don’t think I know less than others.
16.The reason I do my work is so others won’t think I’m dumb.
17.One reason I would not participate in class is to avoid looking stupid.
18.One of my main goals is to avoid looking like I can’t do my work.
شرح سایت روان سنجی: این مقیاس ها توسط گروهی از محققان دانشگاهی برپایه نظریه "جهت گیری هدف" برای بررسی رابطه میان محیط یادگیری، انگیزه دانش آموزان، عاطفه و رفتار، طی سالها پدید آمده است.
این مقیاس نسخه معلم نیز دارد.
خرده مقیاس ها و اعتبار: هماهنگی درونی
mastery Goal Orientation (alpha Original 0.86‚ Revised 0.85)‚ Performance-Approach Goal Orientation (alpha Original 0.86‚ Revised 0.89)‚ Performance-Avoid Goal Orientation (alpha Original 0.75‚ Revised 0.74)‚ Classroom mastery Goal Structure (alpha 0.76)‚ Classroom Performance-Approach Goal Structure (alpha 0.7)‚ Classroom Performance-Avoid Goal Structure (alpha 0.83)‚ Academic Efficacy (alpha 0.78)‚ Academic Press (alpha 0.79)‚ Academic Self-Handicapping Strategies (alpha 0.84)‚ Avoiding Novelty (alpha 0.78)‚ Cheating Behavior (alpha 0.87)‚ Disruptive Behavior (alpha 0.89)‚ Self-Presentation of Low Achievement (alpha 0.78)‚ Skepticism About the Relevance of School for Future Success (alpha 0.83)‚ Parent mastery Goal (alpha 0.71)‚ Parent Performance Goal (alpha 0.71)‚ Dissonance Between Home and School (alpha 0.76)‚ Neighborhood Space (alpha 0.76)‚ Teacher mastery Goal (alpha 0.83)‚ Teacher Performance-Approach Goal (alpha 0.79)‚ Teacher Performance-Avoid Goal (alpha 0.71)
نمره گذاری:
1= "Not at all true‚” 3 = "Somewhat true‚” and 5 = "Very true”
mastery Goal Orientation (9‚ 25‚ 29‚ 38‚ 49)‚ Performance-Approach Goal Orientation (8‚ 26‚ 41‚ 45‚ 48)‚ Performance-Avoid Goal Orientation (3‚ 33‚ 51‚ 55)‚ Classroom mastery Goal Structure (59‚ 61‚ 63‚ 66‚ 68‚ 70)‚ Classroom Performance-Approach Goal Structure (62‚ 64‚ 71)‚ Classroom Performance-Avoid Goal Structure (60‚ 65‚ 67‚ 69‚ 72)‚ Academic Efficacy (1‚ 11‚ 52‚ 56‚ 58)‚ Academic Press (6‚ 10‚ 15‚ 17‚ 19‚ 53‚ 57)‚ Academic Self-Handicapping Strategies (12‚ 16‚ 18‚ 42‚ 44‚ 47)‚ Avoiding Novelty (7‚ 20‚ 23‚ 35‚ 40)‚ Cheating Behavior (22‚ 31 39)‚ Disruptive Behavior (14‚ 30‚ 34‚ 50‚ 54)‚ Self-Presentation of Low Achievement (2‚ 5‚ 21‚ 24‚ 27‚ 37‚ 46)‚ Skepticism About the Relevance of School for Future Success (4‚ 13‚ 28‚ 32‚ 36‚ 43)‚ Parent mastery Goal (75‚ 80‚ 82‚ 87‚ 89‚ 91)‚ Parent Performance Goal (73‚ 78‚ 90‚ 92‚94)‚ Dissonance Between Home and School (76‚ 81‚ 83‚ 85‚ 88)‚ Neighborhood Space (74 reversed‚ 77 reversed‚ 79‚ 84‚ 86‚ 93 reversed)
چگونگی دستیابی
منبع برای آگاهی بیشتر
Midgley‚ C.‚ Maehr‚ M. L.‚ & Urdan‚ T. (1993). Manual for the Patterns of Adaptive Learning Survey (PALS). Ann Arbor‚ MI: University of Michigan.
Midgley‚ C.‚ Anderman‚ E.‚ & Hicks‚ L. (1995). Differences between elementary and middle school teachers and students: A goal theory approach. Journal of Early Adolescence‚ 15‚ 90-113.
Midgley‚ C.‚ & Urdan‚ T. (1995). Predictors of middle school students’ use of self-handicapping strategies. Journal of Early Adolescence‚ 15‚ 389-411.
Anderman‚ E.‚ & Midgley‚ C. (1997). Changes in personal achievement goals and the perceived classroom goal structures across the transition to middle level schools. Contemporary Educational Psychology‚ 22‚ 269-298.
Kaplan‚ A.‚ & Midgley‚ C. (1997). The effect of achievement goals: Does level of academic efficacy make a difference? Contemporary Educational Psychology‚ 22‚ 415-435.
Ryan‚ A. M.‚ Hicks‚ L.‚ & Midgley‚ C. (1997). Social goals‚ academic goals‚ and avoiding seeking help in the classroom. Journal of Early Adolescence‚ 17‚ 152-171
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(2)‚ 113-131.
Urdan‚ T.‚ Midgley‚ C.‚ & Anderman‚ E. (1998). The role of classroom goal structure in students’ use of self-handicapping strategies. American Educational Research Journal‚ 35‚ 101-122.
Arunkumar‚ R.‚ Midgley‚ C.‚ & Urdan‚ T. (1999). Perceiving high or low home/school dissonance: Longitudinal effects on adolescent academic and emotional adjustment. Journal of Research on Adolescence‚ 9‚ 441-467.
Midgley‚ C.‚ Maehr‚ M.L.‚ Hruda‚ L.‚ Anderman‚ E.M.‚ Anderman‚ L.‚ Freeman‚ K.E.‚ Gheen‚ M.‚ Kaplan‚ A.‚ Kumar‚ R.‚ Middleton‚ M.J.‚ Nelson‚ J.‚ Roeser‚ R.‚ & Urdan‚ T. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor‚ MI: University of Michigan.
Midgley‚ C.‚ Kaplan‚ A.‚ & Middleton‚ M. (2001). Performance-approach goals: Good for what‚ for whom‚ under what circumstances‚ and at what cost? Journal of Educational Psychology‚ 93‚77-86.
Midgley‚ C. (2002). Goals‚ goal structures‚ and patterns of adaptive learning. Mahwah‚ NJ: Lawrence Erlbaum
Anderman‚ E.A.‚ Urdan‚ T.‚ Roeser‚ R. (2003). The Patterns of Adaptive Learning Survey: History‚ Development‚ and Psychometric. Paper prepared for the Indicators of Positive Development Conference‚ March 2003‚ Washington D.C.