Do Achievement Goals Mediate the Relationship between Classroom Goal Structures and Student Emotions at School?

Autor/inn/en	Baudoin, Noémie; Galand, Benoît
Titel	Do Achievement Goals Mediate the Relationship between Classroom Goal Structures and Student Emotions at School?
Quelle	In: International Journal of School & Educational Psychology, 10 (2022) 1, S.77-93 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baudoin, Noémie) ORCID (Galand, Benoît)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2020.1813227
Schlagwörter	Academic Achievement; Goal Orientation; Psychological Patterns; Grade 9; High School Students; Classroom Environment; Foreign Countries; Predictor Variables; Belgium + Suchen Sie Ihr Suchwort? Schulleistung; Zielorientierung; Zielvorstellung; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Klassenklima; Unterrichtsklima; Ausland; Prädiktor; Belgien
Abstract	It is expected that teacher practices could improve students' emotional state by encouraging the endorsement of adaptive goals. However, the mediation effect of achievement goals in the relationship between classroom goal structures and emotions has never been demonstrated empirically. This study therefore investigated this important issue using a multilevel framework, which is more appropriate for testing contextual effects. The participants were 1,232 students (9th grade) from 72 classrooms. They completed a self-reported questionnaire about their emotions at school, their achievement goals and their perceptions of classroom goal structures. Multilevel analysis showed that students' anger, anxiety, and enjoyment were related to goal structures at classroom level. Only the effects of mastery goal structure on anger and enjoyment were mediated by students' mastery goals. These results highlight the relevance of simultaneously considering personal goals and classroom goal structures using multilevel models. From a practical point of view, these findings mainly support the relevance of classroom mastery goal structure to improve students' emotional well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01