Broadening the nomological network of classroom goal structures using doubly latent multilevel modeling

Abstract

Studies investigating the effects of classroom goal structures have focused on relations with achievement goals. Furthermore, most of these studies were conducted in Western countries, leaving it open to question whether the derived results apply to other cultural contexts as well. Additionally, the recent methodological development of doubly latent multilevel modeling has not yet been employed in classroom goal structures research. Therefore, this study used doubly latent multilevel modeling to examine the relations between mastery classroom goal structures and a set of motivational constructs (self-efficacy, self-concept, interest, personal best goals, achievement goals) in Iran. Relations between motivational constructs and academic achievement were also investigated. A sample of 1200 Iranian secondary school students filled out a questionnaire during regular class hours. Results indicated positive relations between mastery classroom goal structures and all motivational constructs at the classroom level. At the individual student level, positive relations between all motivational constructs and achievement were shown.