Abstract
This quasi-experimental study focused on the research hypothesis that studentsâ individual achievement goals toward each instructional component predict their perceptions of classroom goals. A total of 173 college students from an introductory educational psychology course participated in this study. Elliot and Churchâs [23] achievement goals questionnaire and Urdanâs [21] perception of classroom goals were administered at pre- and post-measures during one academic semester. Multiple regression analysis was employed to determine whether or not studentsâ individual achievement goals toward each instructional task predicted their perceptions of classroom goals. The results showed that participantsâ achievement goals toward in-class activities were significantly associated with their perceptions of classroom goals.
Highlights
ObjectivesIn order to understand students’ achievement goals in class, diverse investigations have been conducted
I conducted a series of regression analyses for predicting pre- and post-measures of class goal perceptions using the enter method
I entered only individual mastery goals for each instructional task to predict the perception of mastery-oriented class goals
Summary
In order to understand students’ achievement goals in class, diverse investigations have been conducted. Theorists have examined the relations between students’ perceptions of class goals, learning outcomes, and their individual achievement goals [1,2,3,4,5,6,19]. Research on this area has generally found a positive correlation or association between students’ perceptions of class goal structures and their respective personal goals, whereby the class goal structures influence personal goals (e.g., performance goal structure individual performance goals, mastery goal structure individual mastery goals). If I could find any interesting relations between them, I would be able to suggest a totally different perspective of research to investigate achievement goal theory
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