Achievement Goals and Classroom Goal Structures: Do They Need to Match?

Autor/inn/en	Hofverberg, Anders; Winberg, Mikael
Titel	Achievement Goals and Classroom Goal Structures: Do They Need to Match?
Quelle	In: Journal of Educational Research, 113 (2020) 2, S.145-162 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hofverberg, Anders) ORCID (Winberg, Mikael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1759495
Schlagwörter	Goal Orientation; Educational Objectives; Academic Achievement; Student Motivation; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Middle School Students; High School Students; Interaction; Foreign Countries; Student Attitudes; Predictor Variables; Sweden + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Educational objective; Bildungsziel; Erziehungsziel; Schulleistung; Schulische Motivation; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Interaktion; Ausland; Schülerverhalten; Prädiktor; Schweden
Abstract	It is often assumed that students' personal achievement goals are most beneficial when they match the goal structures of the classroom, but interaction between achievement goals and goal structures is not well researched. In this study, we aim at providing a nuanced picture of the direct, interaction, and nonlinear effects of achievement goals and goal structures on test performance and autonomous motivation. We used multiple linear regressions, including interaction and quadratic terms, in combination with response surface methodology to analyze questionnaire data from students in Grades 6-10. We found no evidence for a general match effect, and only weak indications of interactions between achievement goals and goal structures. Thus, the match between classroom goal structures and students' personal goals may be less important for students' motivation and achievement than previously assumed. Still, based on our results we recommend a focus on mastery structures in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01