Abstract
<p style="text-align:justify">This study conducted in Thailand examined the relationship between measures of social relatedness and motivational goal orientation as well as bachelor degree aspirations of vocational school students. Data were collected from students enrolled in a vocational school near Bangkok (n = 386). The analysis found that teacher support for students was the best predictor of students’ adoption of mastery goals, school identification was the best predictor of students’ adoption of performance approach goals, and peer involvement was the best predictor of students’ adoption of performance avoidance goals. There was a significant interaction between school identification and peer involvement on the intention to pursue a bachelor degree. The researchers interpreted the results in terms of self-determination theory and discussed the implications of students’ sense of relatedness to vocational school environment.</p>
Highlights
The analysis found that teacher support for students was the best predictor of students’ adoption of mastery goals, school identification was the best predictor of students’ adoption of performance approach goals, and peer involvement was the best predictor of students’ adoption of performance avoidance goals
For the purpose of the study reported in this paper, social relatedness has been defined in terms of school identification, indicating the extent to which students feel they are embedded in their school community (Fredricks et al, 2004; Wang & Holcombe, 2010), teacher supportiveness, representing students’ feelings of closeness to and support from their classroom teachers (Gest et al, 2005; Pianta, 1994; Wentzel, 1999), and peer involvement, dictating students’ feelings of belonging to a learning community fostered by activities such as group discussions and assignments and peer reviews
Achievement goals are defined as mastery goals that are inwardly focused on the mastery of a task together with personal improvement and performance goals that are outwardly focused on normative outcomes such as grades, rewards and other external evaluations as well as comparisons (Hyde & Durik, 2005)
Summary
For the purpose of the study reported in this paper, social relatedness has been defined in terms of school identification, indicating the extent to which students feel they are embedded in their school community (Fredricks et al, 2004; Wang & Holcombe, 2010), teacher supportiveness, representing students’ feelings of closeness to and support from their classroom teachers (Gest et al, 2005; Pianta, 1994; Wentzel, 1999), and peer involvement, dictating students’ feelings of belonging to a learning community fostered by activities such as group discussions and assignments and peer reviews. A review of the literature conducted by Urdan and Schoenfelder (2006) found the consensus that a sense of classroom community and teacher support for student autonomy promoted more adaptive student motivation. A review of the literature conducted by Urdan and Schoenfelder (2006) found the consensus that a sense of classroom community and teacher support for student autonomy promoted more adaptive student motivation. Goodenow and Grady (1993) found that high sense of belonging and high
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