Relations between classroom goal structures and students’ goal orientations in mathematics classes: When is a mastery goal structure adaptive?

Abstract

The purpose of this study was to test possible interactions between mastery and performance goal structures in mathematics classrooms when predicting students’ goal orientations. More specifically, we tested if the degree of performance goal structure moderated the associations between mastery goal structure and students’ goal orientations. Participants were 1628 5th to 10th grade students from eight elementary and middle schools from one large city in Norway. The data were analyzed by means of regression analysis. The results showed that the association between a mastery goal structure in the mathematics classrooms and students’ personal goal orientations were significantly moderated by the degree of performance goal structure. This was true for all dimensions of goal orientation tested in this study.