Students’ perceptions of mathematics classroom goal structures: implications for perceived task values and study behavior

Abstract

Relations between 8th and 10th grade students’ perceptions of classroom goal structures, task values, anxiety, help-seeking behavior, and effort in mathematics classes were examined. The authors investigated whether the associations between perceived goal structures and anxiety, help-seeking behavior, and effort are mediated through students’ perceptions of the importance/utility value, cost, and intrinsic value of mathematics. Three hundred and nine Norwegian middle school students participated. Students’ perceptions that their mathematics classroom had a mastery goal structure directly and indirectly related to their math anxiety but only indirectly to students’ reports of their help-seeking behavior and effort. Their perceptions that their mathematics classroom had a performance goal structure directly and indirectly related to their math anxiety as well as effort and help-seeking behavior. Thus, the associations between perceived classroom goal structures and math anxiety, help-seeking behavior, and effort are, at least partly, mediated through students’ subjective task values.