 Achievement goals and classroom goal structures: Do they need to match?Anders Hofverberg and Mikael Winberg The Journal of Educational Research, 2020, vol. 113, issue 2, 145-162 Abstract: It is often assumed that students’ personal achievement goals are most beneficial when they match the goal structures of the classroom, but interaction between achievement goals and goal structures is not well researched. In this study, we aim at providing a nuanced picture of the direct, interaction, and nonlinear effects of achievement goals and goal structures on test performance and autonomous motivation. We used multiple linear regressions, including interaction and quadratic terms, in combination with response surface methodology to analyze questionnaire data from students in Grades 6-10. We found no evidence for a general match effect, and only weak indications of interactions between achievement goals and goal structures. Thus, the match between classroom goal structures and students’ personal goals may be less important for students’ motivation and achievement than previously assumed. Still, based on our results we recommend a focus on mastery structures in the classroom. Date: 2020 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:113:y:2020:i:2:p:145-162 Ordering information: This journal article can be ordered from DOI: 10.1080/00220671.2020.1759495 Access Statistics for this article The Journal of Educational Research is currently edited by Mary F. Heller More articles in The Journal of Educational Research from Taylor & Francis Journals |
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