What Do Students Think About When Evaluating Their Classroom's Mastery Goal Structure? An Examination of Young Adolescents' Explanations

Helen Patrick · Allison M. Ryan

140 citations0/0 files storedThe Journal of Experimental Education

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Education, Achievement, and Giftedness Student Assessment and Feedback Educational Environments and Student Outcomes

Abstract

In this article, the authors investigated the teacher practices that middle school students attend to when appraising their classroom's mastery goal structure. After students rated each item on the mastery goal structure scale, they wrote what their teacher did or said that led them to make that choice. Students' responses to the open-ended questions were coded thematically. The categories mentioned most often involved the pedagogical and affective nature of teachers' interactions with students. Recognition and evaluation practices and teachers' use of time were also salient to students. There were no differences in the practices that students attended to in classrooms with high, compared with low, mastery goal structure.

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References

1979National Council of Teachers of Mathematics 1992Classrooms: Goals, structures, and student motivation.1999Mixed Methodology: Combining Qualitative and Quantitative Approaches 1988Achievement goals in the classroom: Students' learning strategies and motivation processes.1989The competitive ethos and democratic education 1995Psychological Needs and the Facilitation of Integrative Processes 1991Competence, autonomy, and relatedness: A motivational analysis of self-system processes.2004Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement.

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