Perceived classroom goal structures as predictors of students’ personal goals

Abstract

This study focused on the question of how to enhance a mastery-goal orientation in the classroom. We started from the perspective of the achievement goal theory, which assumes that the goals that students have (personal goals) relate to the goals that are set in the classroom (classroom goal structures). In classrooms where teachers focus on learning and effort-instead of normative standards and social comparison-mastery goals are enhanced. This type of classroom can be endorsed by focusing on the following classroom structures: Task design, Autonomy, Recognition, Grouping, Evaluation, and Time (TARGET). The present study investigated how classroom goal structures as perceived by students are related to students' personal goals. Based on survey data from 501 students from three secondary schools in the Netherlands, we found that the Task design dimension, concerning designing challenging and varied tasks, and the Time dimension, concerning e.g., pacing, predicted both masteryapproach and avoidance goals. Our findings provide insight in how perceived classroom goal structures are related to students' personal goals that focus on understanding/competence, thus informing teachers and educational developers where to start when it comes to improving student motivation.

Achievement goals model validation: Is the 2X2 better than the Trichotomous?

“…Goals orientation is a dynamic concept [35]. The success and failure in previous task accomplishment [10,35,36], as well as the experienced situation in the classrooms [37,38], are used to redefine future goal orientations and intention. The old students have generally experienced the success and failure in their study.…”

The relationship between teachers’ zest for work and teaching motivation: the mediating role of achievement goals

“…In a longitudinal study conducted with faculty members, Daumiller et al (2023) found out that achievement goals are effective on faculty members’ burnout levels and performance. Fokkens-Bruinsma et al (2018) revealed that there is a significant relationship between teachers’ motivation for their work and their students’ achievement goals.…”

Locating Motivation for English as a Foreign Language Over Time: The Influence of School Location and Type

“…Motivated learners exhibit higher performance and life-satisfaction levels and show higher levels of perseverance (OECD, 2017). Several studies have investigated what teachers should do (Ahn et al, 2021;Dalehefte & Canrinus, 2023;Domen et al, 2020) and how classrooms should be organized (Fokkens-Bruinsma et al, 2020;Jong, 2020) to optimize learners' motivation (Bec´irovic´et al, 2022;Owen & Thomas, 2021). Adaptive teaching and differentiated instruction have been shown to play a role in motivating pupils (Guay et al, 2017;Sapan & Mede, 2022).…”