Abstract
This study investigated how classroom goal structures (mastery and performance goal structures) related to intrinsic motivation and peer modeling focusing on teachers’ promoting interaction as a classroom level mediator. Authors tested multilevel mediational models with a sample of 1212 Japanese elementary and junior high school students from 43 classrooms. Results provided support for classroom level mediational process in mastery goal structures. Specifically, mastery goal structures related to promoting interaction, and promoting interactions related to both intrinsic motivation and peer modeling. Limitations and future directions of the study were discussed.
Highlights
Students’ learning is influenced by educational environment factors as well as individual factors
Mastery goal structure was positively related to promoting interaction (r = .77, p < .001), intrinsic motivation (r = .86, p < .001), and peer modeling (r = .55, p < .05)
We examined whether our mediator variable and outcome variables varied among classrooms and found the following significant between-class variances: for promoting interaction, χ2 (42) = 319.5, p < .001, for intrinsic motivation, χ2 (42) = 131.82, p < .001, and for peer modeling, χ2 (42) = 61.61, p
Summary
Students’ learning is influenced by educational environment factors as well as individual factors. Research on achievement goal theory has focused on the reasons why students try to succeed and has examined two types of achievement goals: mastery goal ( called learning goal or task goal) and performance goal ( called relative ability goal or ego goal). Some researchers have added an approach-avoidance dimension and proposed a 2 × 2 framework of achievement goals (Elliot, 2005; Elliot & McGregor, 2001). This conceptualization proposes four types of achievement goals: 1) mastery-approach goals, which focus on developing competence through task mastery; 2) masteryavoidance goals, which focus on the avoidance of task-based and intrapersonally based incompetence; 3) performance-approach goals, which focus on attaining competence relative to others; and 4) performance-avoidance goals, which focus on avoiding incompetence relative to others. Few empirical studies have focused on mastery-avoidance goals
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