Associations between vocational students' perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator.

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Autor/Urheber	Lisa Bardach; Vera Popper; Elke Hochfellner; Marko Lüftenegger
Institution	SpringerOpen
Titel	Associations between vocational students' perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator.
Quelle	In: doi:10.1186/s40461-019-0084-0; 1877-6345; Empirical Research in Vocational Education and Training, Vol 11, Iss 1, Pp 1-18 (2019)(2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1186/s40461-019-0084-0
Schlagwörter	Vocational education; Goal structure; Classroom structure; Mastery goal; Self-efficacy; Practical relevance; Special aspects of education
Abstract	Abstract Goal structures represent classroom characteristics that are supportive of students' motivation. However, goal structures and their relations with students' motivation have not yet been investigated in the context of vocational education. The present study aims at closing this gap. We investigated the relation between mastery goal structures and the two motivational outcomes mastery goals and self-efficacy in a sample of 1434 Austrian vocational students (64.3% female) in five subjects (accounting, business administration, English, German, and mathematics). Furthermore, we tested whether the relation between mastery goals and these two motivational outcomes is (partially) mediated by students' perceptions of the practical relevance of instruction in these subjects. Results from multilevel models revealed that goal structures were positively related to mastery goals at the individual student level for all subjects, and for English at the classroom level as well. At both levels, the indirect effect of mastery goal structures on mastery goals mediated by practical relevance was statistically significant for several subjects. In addition, mastery goal structures were positively related to self-efficacy at the individual student level in accounting and at the classroom level in mathematics. Practical relevance mediated the effect of mastery goal structures on self-efficacy in mathematics at the classroom level. Implications of the results for research in vocational education and educational practice are discussed.
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