Relations of learner-centered teaching practices to adolescents’ achievement goals

Abstract

The present study used an achievement goal framework to examine the utility of learner centered teaching practices for improving the academic engagement and achievement of adolescents (using a national sample of n = 4615 students). Analyses revealed significant relations among measures of achievement goals, self-efficacy, and strategy use. Hierarchical modeling procedures indicated that students’ individual perceptions of teaching practices explained considerable variation in achievement goals at the student level. Adolescents reported stronger mastery and performance goals when they perceived their teachers as using learner-centered teaching practices that involved promoting positive relations, encouraging higher order thinking, and adapting instruction to individual needs.