Classroom goal structures, social satisfaction and the perceived value of academic tasks

Abstract

Background. Perceptions of academic task value are affected by positive factors such as the intrinsic value of the task, and negative factors such as the loss of opportunities to engage in other desired activities. Previous research has shown that students' pursuit of social activities may be a negative factor that reduces the task value given to mathematics and language activities. However, the desire to meet social goals may be influenced by the degree to which classroom instruction provides opportunities for peer involvement and affiliation.Aims. This study examined the relationship between academic task values (for mathematics and language) and perceptions of personal social satisfaction for children in classrooms using a cooperative, interactive learning structure or in regular classrooms.Samples. Participants were 162 children (aged approximately 12–13 years) in six Form 2 classes at two intermediate schools. Three classes were taught by teachers using cooperative learning strategies.Methods. Children in each of the six classrooms were administered a Social Satisfaction Scale (to assess satisfaction with peer social relationships), the Academic Task Values Scale for mathematics and language, and the Competition and Task Orientation subscales of the Classroom Environment Scale.Results. Task values for engagement in mathematics and language activities were higher, and perceived costs lower, in classrooms using a cooperative goal structure. Higher task values and lower perceived costs were also associated with higher social satisfaction in students. These effects were mediated by gender.Conclusions. Research in achievement motivation needs to examine the coordination of multiple goals which extend beyond the academic domain.