Abstract
The purpose of this research was to explore the mediating effects of promoting interaction between classroom goal structure and students’ intrinsic motivation. A conceptual model of the three variables was developed and tested using mediation analysis. Participants included 60 students of age group 12-14 of 8th grade of a private Higher Secondary School. The result of this study revealed that classroom environment affects the perception of the students about their achievement related behavior and outcomes. This further influences the intrinsic motivation of the students. However, the effect of classroom context on students’ motivation is not always mediated through promoting interaction. The findings of the present study do not support the results and suggestions of the previous researchers. Finding suggests that there is a need for a rigorous and systematic investigation on the link between classroom goal structure and students’ intrinsic motivation by identifying a mediating variable. Also, it may be mentioned that there is a need for taking into consideration both the teachers’ classroom and personal goal orientations that affect students’ perceptions as this may further influence their learning.
Highlights
Achievement goal is a mental framework within an individual that determines his or her achievement behaviour in any academic settings
Pearson’s correlation method was used to calculate the coefficient of correlations between these variables and linear regression method was used to test how promoting interaction mediates the effect of classroom goal structure and students’ intrinsic motivation
In a secondary school the teachers stresses on both mastery and performance goals and the students orient to different type of goals which affect the intrinsic motivation of the students
Summary
Achievement goal is a mental framework within an individual that determines his or her achievement behaviour in any academic settings. In order to understand how an individual behaves in the achievement situation, the goal theorists (e.g. Dweck, 1986; Nicholls, 1984) coined the term “Achievement goal theory” It is a framework introduced for understanding the different goal that the students adopt and how it relates to the achievement of an individual. Some studies (see Anderman & Midgely, 1997, Roeser et al 1996; Meece et al 2006), suggested that it is the classroom environment that influences the type of achievement goal which the students adopt One of such environment can be understood in terms of classroom goal structure. As argued by Ames & Archer (1988), classroom goal orientation is a function of how the individual students interprets and reacts to classroom experiences It is infact, determined by what is happening in the classroom
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