Teacher-Reported Goal Structures: Assessing Factor Structure and Invariance

Abstract

The purpose of this study was to extend the research on achievement goal theory by examining the measurement and understanding of goal structures using teacher-reported data. A large number of elementary, middle, and high school teachers completed an online survey that included items assessing their use of instructional practices associated with mastery and performance goal structures in the fall (n = 1,079) and spring (n = 867) of one school year. Findings supported the general 2-factor model that distinguishes mastery and performance goal structures. In addition, findings indicated differences in goal structures on the basis of academic level and the subject area for which teachers were responsible but not for experience as a teacher. Results also show that goal structures were fairly stable across the school year.