The mediating role of perceived peer motivational climate between classroom mastery goal structure and social goal orientations

Madjar, Nir; North, Elizabeth A.; Karakus, Melissa

doi:10.1016/j.lindif.2019.05.009

Cited by 16 publications

(13 citation statements)

References 73 publications

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“…As a rule, goal structures are seen as potential intervention points that can influence students' motivation, engagement, and achievement. Furthermore, a growing body of research highlights that students' socioemotional outcomes, including social goals, relationships, and well-being at school, are shaped by goal structures (e.g., Bardach et al, 2019;Baudoin & Galand, 2022;Madjar et al, 2019;Polychroni et al, 2012). Quasiexperimental research and intervention programs have provided empirical evidence that the perception of goal structures can be manipulated through the behavior and practice of teachers (e.g., Gertsakis et al, 2020;O'Keefe et al, 2013).…”

Section: Achievement Goal Theorymentioning

confidence: 99%

Unpacking classroom goal structures based on students’ own words

Fejes

2023

Soc Psychol Educ

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Achievement goal theory research, which investigates students’ perceptions of the classroom climate, has mainly focused on teacher practices from a deductive perspective. However, this appears to hinder a fuller understanding of all the factors that influence students’ perceptions of the classroom goal structures (CGS). Therefore, using a combination of inductive and deductive approaches, a series of three studies was conducted to identify new elements in students’ perceptions of CGS in relation to mathematics. In Study 1 (N = 340, 5th–7th graders), a self-reporting Hungarian-language questionnaire was developed to measure CGS. In Study 2 (N = 250, 7th graders), the same questionnaire was supplemented with open-ended questions about the classroom climate. Based on a qualitative analysis of these open-ended questions, new scales, one each for the factors of helping peers, recognition by peers, and image of the classroom community, were created in Study 3 (N = 438, 6th–8th graders) to explore their relationship to classroom goal structures. Factor analysis confirmed the expected structure, except for recognition by peers, which had to be divided into two factors with the new construct known as teasing peers. Findings confirm the relevance of a combined, inductive–deductive approach in examining CGS.

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Section: Achievement Goal Theorymentioning

confidence: 99%

Unpacking classroom goal structures based on students’ own words

Fejes

2023

Soc Psychol Educ

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“…The PC favors success based on normative and interpersonal criteria, where a punitive response to errors is found and where there is rivalry between students (Ames, 1992). According to the existing literature, the 10.3389/fpsyg.2022.992665 motivational climate in the classroom can affect the adaptive patterns of students (Madjar et al, 2019). Conversely, PC is negatively related to variables such as perceived competence (Granero-Gallegos et al, 2021) and academic performance (Gutiérrez and Tomás, 2018).…”

Section: Motivational Climatementioning

confidence: 99%

Teaching style and academic engagement in pre-service teachers during the COVID-19 lockdown: Mediation of motivational climate

et al. 2022

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COVID-19 and the resulting confinement has had a great impact on the educational environment. Although research in initial teacher education has focused on studying the factors that lead to increased academic engagement, there is no evidence that examines the role of teacher interpersonal style and motivational classroom in a virtual learning context. The aim of this research was to analyze the mediating role of motivational climate between teacher interpersonal style (i.e., autonomy support and controlling style) and academic engagement climate in pre-service teachers in a resilient context. The research design was observational, descriptive, cross-sectional, and non-randomized. A total of 1,410 university students (pre-service teachers) participated (Mage = 23.85; SD = 5.13) (59.6% female; 40.3% male; 0.1% other). The scales of interpersonal teaching style, classroom motivational climate, academic commitment, and resilience were used, and a structural equation analysis with latent variables was carried out controlling resilience and gender. The results of the structural equation model show the importance of student perception of teacher autonomy support on academic engagement of the pre-service teachers, as well as the mediation of the mastery climate between autonomy support and academic engagement. For this reason, in order to increase academic engagement in pre-service teachers, it is recommended the use of motivating styles and instructional strategies focused on supporting the decision-making process, initiative, and significant learning.

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“…Dinamisasi perkembangan ilmu pengetahuan dan teknologi diabad 21 ini terus terjadi secara berkelanjutan (Goebel & Maistry, 2019) (Madjar et al, 2019). Kualitas pendidikan tidak lepas dari beberapa faktor salah satunya sebagai pemicu kualitas tersebut yaitu kualitas manusianya (Krannich et al, 2019) (Thommen et al, 2021).…”

Section: Pendahuluanunclassified

Concept Attainment Model (CAM) in Empowering Critical Thinking Skills and Concepts Mastery for High School Students

Asyari

Wikanta

Juniawan

2022

SEJ

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Abstract.Existing human resources must be prepared early. Indeed, national education aims to create intelligent and competitive generations. This research is oriented towards the influence of CAM, which is implemented in the learning process. This research method is quasi-experimental. The research design used a non-equivalent control group design. As a sample is XI grade in SMA Muhammadiyah 7 Surabaya. Data collection techniques through observation and tests, critical thinking skills test sheets and students' concept mastery tests. Descriptively, self-critical thinking skills are 100% completed classically. The results of the t-test have a significance value of ≤ 0.05, which is 0.000. Then for mastery of the concept from the results of the t-test, the significance value is ≤ 0.05, namely with a significance value of 0.000. From the results of this study, it can be concluded that there is an influence of CAM p on students' critical thinking skills and students' mastery of concepts.

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The mediating role of perceived peer motivational climate between classroom mastery goal structure and social goal orientations

Cited by 16 publications

References 73 publications

Unpacking classroom goal structures based on students’ own words

Unpacking classroom goal structures based on students’ own words

Teaching style and academic engagement in pre-service teachers during the COVID-19 lockdown: Mediation of motivational climate

Concept Attainment Model (CAM) in Empowering Critical Thinking Skills and Concepts Mastery for High School Students

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