Relationship of Classroom Goal Structures to Chinese Miao and Han Students' Goal Orientations and Mathematics Achievement

Autor/inn/en	Guo, Meng; Hu, Xiang
Titel	Relationship of Classroom Goal Structures to Chinese Miao and Han Students' Goal Orientations and Mathematics Achievement
Quelle	In: Asia-Pacific Education Researcher, 31 (2022) 4, S.345-355 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Meng) ORCID (Hu, Xiang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00576-8
Schlagwörter	Foreign Countries; Goal Orientation; Ethnic Groups; Mathematics Achievement; Comparative Analysis; Structural Equation Models; Mastery Learning; Predictor Variables; Correlation; Student Motivation; Classroom Techniques; China + Suchen Sie Ihr Suchwort? Ausland; Zielorientierung; Zielvorstellung; Ethnie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Korrelation; Schulische Motivation; Klassenführung
Abstract	This study examines the relationship between classroom goal structures, student goal orientations, and mathematics achievement in China and compare the pattern of relationship between Chinese Miao and Han students. Data on 532 Chinese students (including 211 Han and 321 Miao students) were analyzed using structural equation models. The results of this study generally support the ethnic similarities between the Miao and Han groups. For both samples, mastery orientation positively predicted mathematics achievement, while performance-approach and performance-avoidance orientations had non-significant relationship with mathematics achievement. Regarding classroom goal structure, mastery goal structure was a positive predictor of mastery goal orientation and mathematics achievement, while performance goal structure positively linked to performance-approach and performance-avoidance goal orientations. Despite the similarities, performance goal structure had positive association with mastery goal orientation among Han students, but not among Miao students. The findings extend our understanding of how classroom goal structures relate to Chinese students' achievement motivation and mathematics achievement and reveal cross-ethnic similarities and differences in the relationship. The possible reasons of the results and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01