The Role of Goal Orientations and Goal Structures in Explaining Classroom Social and Affective Characteristics

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  • Additional Information
    • Availability:
      Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: [email protected]; Web site: http://www.elsevier.com
    • Peer Reviewed:
      Y
    • Source:
      11
    • Education Level:
      Elementary Education
      Elementary Secondary Education
      Grade 5
      Grade 6
    • Subject Terms:
      Foreign Countries; Student Behavior; Student Motivation; Educational Practices; Grade 6; Goal Orientation; Interpersonal Relationship; Social Behavior; Grade 5; Classroom Environment; Learning Motivation; Student Characteristics; Affective Behavior; Student Attitudes; Questionnaires; Predictor Variables; Correlation
    • Subject Terms:
      Greece
    • Accession Number:
      10.1016/j.lindif.2011.10.005
    • ISSN:
      1041-6080
    • Abstract:
      Examining motivational variables may prove to be particularly fruitful towards our understanding of classroom processes, student behaviors and school outcomes. The present study examined the role of personal and contextual goals (goals and goal structures) towards explaining social relationships (peer, teacher-student and home-school). 1493 fifth and sixth grade primary school students (10 to 12 years of age) from different areas of Greece formed a representative sample. Questionnaires were administered assessing students' goal orientations, goal structures and classroom relationships. The data were analyzed using latent variable modeling. Mastery goal structures had significant effects on positive school relationships such as student relations, teacher-student relations, peer inclusion, and peer conflict (the latter two reversely coded). Performance goal structures exerted negative or null effects on the same processes, demonstrating their negative propensities. In addition, the effects of mastery goal structures were partially mediated by the effects of personal mastery goals with regard to teacher-student relations with the former exerting both direct and indirect effects. On the contrary, the negative effects of performance goal structures were not buffered by the presence of high levels of personal performance goals. The findings have significant implications for educational practice in terms of the importance of classroom contexts as predictors of classroom relatedness specifically where mastery goals are concerned. (Contains 7 figures.)
    • Abstract:
      As Provided
    • Publication Date:
      2012
    • Accession Number:
      EJ958387