Perceived structure and achievement goals as predictors of students' self-regulated learning and affect and the mediating role of competence need satisfaction

Abstract

We investigated the extent to which perceived structure and personal achievement goals could explain students' effective learning strategies and affect-related experiences in a sample of Greek adolescent students (N =606; 45.4% males; mean age: M =15.05, SD= 1.43). Having controlled for students' social desirability responses, we used multilevel analyses, and found that between-student (i.e., within class) differences in perceived structure related positively to learning strategies and positive affect and negatively to negative affect, with the relations being partially mediated by competence need satisfaction. In addition, we found between-student differences in the relations of mastery-approach, performance-approach, and performanceavoidance goals to the learning-strategy and affect outcomes. Moreover, at the between-class level, perceived structure related positively to learning strategies and positive affect, and negatively to depressive feelings. Finally, an interesting cross-level interaction between perceived structure and performance-avoidance goals for negative affect revealed that well-structured classrooms attenuated the positive, harmful relation between performance-avoidance goals and negative affect. These findings indicate the key role of structure and the endorsement of mastery-approach goals in the classroom.

Autonomous and controlled reasons underlying achievement goals: Implications for the 3 × 2 achievement goal model in educational and work settings

“…Performance-avoidance goals have been almost uniformly correlated to negative outcomes such as burnout and negative affect (e.g., Kumar and Jagacinski 2011;Tuominen-Soini et al 2008 of performance-approach goals in prior research. Indeed, performance-approach goals were significantly and positively associated with positive affect and satisfaction in some studies (e.g., Mouratidis et al 2013;Papaioannou et al 2008), whereas other research did not find any significant relationship with these outcomes (e.g., Adie et al 2008;Poortvliet and Giebels 2012). In sum, there are inconsistent findings in the literature regarding the effects of achievement goals, especially for mastery-avoidance and performance-approach goals.…”

“…We thus expected that taskapproach goals would be the most significant predictor of the study's positive outcomes. Specifically, task-approach goals should be a positive predictor of satisfaction (e.g., Gaudreau 2012; Verner-Filion and Gaudreau 2010), engagement (e.g., Luo et al 2013;Walker and Greene 2009), and positive affect (e.g., Mouratidis et al 2013). In contrast, task-approach goals should be a negative predictor of anxiety (e.g., Ranellucci et al, in press).…”

Autonomy and Autonomy Disturbances in Self‐Development and Psychopathology: Research on Motivation, Attachment, and Clinical Process

“…In the research by Grolnick and Ryan (1989), parental structure predicted children's understanding the sources of control over outcomes in their lives, enhancing both the children's sense of predictability, and of competence or efficacy. In the educational domain, Mouratidis, Michou, Vansteenkiste, and Lens (2013) showed that competence need satisfaction largely accounted for the relation between perceived teacher structure and children's wellness and use of self-regulation strategies.…”

Perceived Learning Management Quality Predictors to Motivation and Use of Self-Regulated Learning Strategies

“…Students who are more motivated are more likely to use cognitive and metacognitive strategies and gradually receive more complex assignments. In an earlier study conducted by Mouratidis, Vansteenkiste, Michou, and Lens, (2013) it was found that classroom characteristic influences satisfaction. Students' perception of the degree to which teachers provide the necessary information, help, and feedback, increased students competence levels and fostered effective learning strategies.…”

“…Students' perception of the degree to which teachers provide the necessary information, help, and feedback, increased students competence levels and fostered effective learning strategies. The study found that teacher structure linked with many desired outcomes, including active class engagement, self-determined motivation, and high quality cognitive processes (Mouratidis et al, 2013). Based on literature review this study assumed that students' perception of LMS quality with respect to content, service and system quality can encourage students to learn and get engaged in learning process by using SRL strategies.…”