Patterns of Adaptive Learning Scales (PALS) – Teacher

Teacher and School

1.    I give special privileges to students who do the best work.
2.    If I try really hard‚ I can get through to even the most difficult student.
3.    In this school: The importance of trying hard is really stressed to students.
4.    I make a special effort to recognize students’ individual progress‚ even if they are below grade level.
5.    In this school: Students are told that making mistakes is OK as long as they are learning and improving.
6.    Factors beyond my control have a greater influence on my students’ achievement than I do.
7.    In this school: It’s easy to tell which students get the highest grades and which students get the lowest grades.
8.    I am good at helping all the students in my classes make significant improvement.
9.    I display the work of the highest achieving students as an example.
10.In this school: Students who get good grades are pointed out as an example to others.
11.During class‚ I often provide several different activities so that students can choose among them.
12.In this school: Students hear a lot about the importance of getting high test scores.
13.I consider how much students have improved when I give them report card grades.
14.In this school: A lot of the work students do is boring and repetitious.
15.In this school: Grades and test scores are not talked about a lot.
16.In this school: Students are frequently told that learning should be fun.
17.I help students understand how their performance compares to others.
18.Some students are not going to make a lot of progress this year‚ no matter what I do.
19.I encourage students to compete with each other.
20.In this school: The emphasis is on really understanding schoolwork‚ not just memorizing it.
21.I point out those students who do well as a model for the other students.
22.In this school: A real effort is made to recognize students for effort and improvement.
23.I am certain that I am making a difference in the lives of my students.
24.There is little I can do to ensure that all my students make significant progress this year.
25.In this school: Students hear a lot about the importance of making the honor roll or being recognized at honor assemblies.
26.I give a wide range of assignments‚ matched to students’ needs and skill level.
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.
28.I can deal with almost any learning problem.
29.In this school: Students are encouraged to compete with each other academically.
 
ma‎stery Goal Structure for Students (alpha 0.81)‚ Performance Goal Structure for Students (alpha 0.71)‚ ma‎stery Approaches (alpha 0.69)‚ Performance Approaches (alpha 0.69)‚ Personal Teaching Efficacy (alpha 0.74)
 
1 = “Strongly disagree‚” 3 = “Somewhat agree‚” and 5 = “Strongly agree.”
ma‎stery Goal Structure for Students (3‚ 5‚ 14‚ 16‚ 20‚ 22‚ 27)‚ Performance Goal Structure for Students (7‚ 10‚ 12‚ 15‚ 25‚ 29)‚ ma‎stery Approaches (4‚ 11‚ 13‚ 26)‚ Performance Approaches (1‚ 9‚ 17‚ 19‚ 21)‚ Personal Teaching Efficacy (2‚ 6‚ 8‚ 18‚ 23‚ 24‚ 28)
 
 

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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

Cite this article

mohammad looti (2026). Patterns of Adaptive Learning Scales (PALS) – Teacher. PSYCHOLOGICAL SCALES. Retrieved from https://scales.arabpsychology.com/s/patterns-of-adaptive-learning-scales-pals-teacher/

mohammad looti. "Patterns of Adaptive Learning Scales (PALS) – Teacher." PSYCHOLOGICAL SCALES, 21 Apr. 2026, https://scales.arabpsychology.com/s/patterns-of-adaptive-learning-scales-pals-teacher/.

mohammad looti. "Patterns of Adaptive Learning Scales (PALS) – Teacher." PSYCHOLOGICAL SCALES, 2026. https://scales.arabpsychology.com/s/patterns-of-adaptive-learning-scales-pals-teacher/.

mohammad looti (2026) 'Patterns of Adaptive Learning Scales (PALS) – Teacher', PSYCHOLOGICAL SCALES. Available at: https://scales.arabpsychology.com/s/patterns-of-adaptive-learning-scales-pals-teacher/.

[1] mohammad looti, "Patterns of Adaptive Learning Scales (PALS) – Teacher," PSYCHOLOGICAL SCALES, vol. X, no. Y, ص Z-Z, April, 2026.

mohammad looti. Patterns of Adaptive Learning Scales (PALS) – Teacher. PSYCHOLOGICAL SCALES. 2026;vol(issue):pages.

Related terms:

  1. Teacher Academic Optimism: Elementary Teacher (TAOS-E)
  2. Teacher Academic Optimism: Secondary Teacher (TAOS-S)
  3. Measuring Affective Learning and Teacher Evaluation
  4. Affective Learning and Teacher Evaluation measures
  5. Inventory for Creating Parent-Teacher Connections
  6. Teacher Communication Behavior Questionnaire (TCBQ)
  7. Inventory for Creating Parent-Teacher Connections
  8. Children and Adolescent Social and Adaptive Function Scale (CASAFS)
  9. Adaptive Behavior Assessment System, Third Edition (ABAS-3)
  10. Performance Goal and Learning Goal Orientation Scales (PGO and LGO)
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