The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes

Bardach, Lisa; Lüftenegger, Marko; Yanagida, Takuya; Schober, Barbara; Spiel, Christiane

doi:10.1111/bjep.12237

Cited by 24 publications

(19 citation statements)

References 63 publications

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“…Finally, we restricted our focus in terms of predictors of dropout intentions to contextrelated problems and PB goals. Although the choice of these two predictors was theoretically justified and empirically supported by the study's findings, further research is encouraged to examine the effects of other contextual characteristics, such as institutional culture or motivational climate (e.g., Skaalvik and Skaalvik 2013;Bardach et al 2019a;Bardach 2019b), and other individual characteristics. With regard to individual characteristics, it might be particularly illuminating to expand the scope to specific personality traits, such as self-compassion (e.g., Patzak et al 2017), or motivational facets not yet considered in research on university dropout, such as implicit theories or achievement goals (e.g., Bardach et al 2019c;Darnon et al 2018).…”

Section: Limitations and Future Lines Of Researchmentioning

confidence: 94%

Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals

et al. 2019

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This study investigates the effects of contextual and motivational factors as well as, crucially, their interaction in predicting university students' dropout intentions. We focus on contextrelated problems in students' degree program as contextual factors and students' personal best goals (PB goals) as motivational factors. The sample of this study comprised 432 university students (74.3% female) enrolled in master's degree programs at Austrian universities. Data was analyzed by means of structural equation modeling and latent moderated structural equation modeling. The results indicated that PB goals were negatively associated with dropout intentions, while context-related problems were positively associated with dropout intentions. In addition, the context-related problems × PB goals interaction effect proved significant and negatively predicted dropout intentions. By showing that the positive relation between contextrelated problems and dropout intentions can be reversed by increasing PB goals, we provide empirical evidence of the buffering effect of PB goals in the face of context-related problems.

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Section: Limitations and Future Lines Of Researchmentioning

confidence: 94%

Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals

et al. 2019

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“…This model can serve as the theoretical rationale guiding future empirical research for investigating the antecedents of student perception variability of teaching quality. Also, the model can be used to understand the universal reasoning behind the empirical research that investigates the consequences of student perception variability (e.g., Schweig, 2016 ; Schenke et al, 2017 ; Bardach et al, 2019a ). Empirical research reported that lower levels of student variability are associated with better learning outcomes.…”

Section: Discussion and Concluding Remarksmentioning

confidence: 99%

A Conceptual Framework for Understanding Variability in Student Perceptions

et al. 2021

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Student perceptions using surveys are frequently used to measure student perceptions of teachers’ teaching quality in secondary and higher education. Research shows that the variance in student perceptions exists within a class and between countries. However, the influence of individual- and cultural-level factors on the variance of student perceptions is less well studied. More insights are needed to understand the mechanisms underlying the variance in student perceptions in-depth. Insights into determinants of student perceptions of teaching quality could become valuable toward understanding school-related outcomes. A conceptual framework is put forward in this study to enhance our understanding of manifestations of student perceptions of teaching quality. It is suggested that value orientations at the individual- and cultural-level as well as social desirability may play a role in understanding student perceptions of teaching quality. Understanding students’ individual and collective perceptions of teaching quality can contribute to teachers’ sense-making of their student evaluations. It is argued that this understanding could contribute to enhancing the development of teaching quality and ultimately education quality.

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“…In this sense, there are important coincidences between what is conceived as an interactional context and what is now understood as classroom climate, focusing on the social environment where interaction is happening in the educational space [13][14][15]. Different authors define classroom climate as a general concept that groups together factors such as the quality of interactions, their fluidity in complex situations involving environmental and social factors and the characteristics that indicate their condition or state, usually from a community perspective [16,17].…”

Section: Theoretical Framework 21 Emotions and Learningmentioning

confidence: 99%

Indices of Favourable and Unfavourable Emotions in the Inter-Actional Context of the Classroom: Constructions from the Chilean Case

et al. 2021

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The system for measuring the quality of education (SIMCE) is a standardised evaluation that provides results on the academic achievement of Chilean students, while also including indicators of personal and social development. Through a mixed analysis of variables extracted from these indicators, the purpose of this research study is to build a measurement system to assess the favourable and unfavourable emotions of students who took the test in 2018. To contextualise this work, a systematic literature review was carried out synthetising scientific evidence concerning emotions and the interactional context of the classroom. Through a methodological transposition, a qualitative theoretical model epistemologically grounded on radical constructivism was validated quantitatively. This transposition resulted in the construction of three indices of favourable and unfavourable emotions: motivation arising from interaction, exclusionary interaction and interactional context. The results show favourable and unfavourable emotions for learning are a variable in the SIMCE indicators that can be used to understand student academic achievement, confirming existing empirical evidence regarding the explanatory and predictive value of emotions in students’ performance. These results highlight the potential benefits of expanding on this type of research to improve the quality of Chilean education based on the resources already available in the current evaluation system.

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The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes

Abstract: Our findings show that higher levels of within-class consensus on mastery goal structures enhance beneficial socio-emotional outcomes. Moreover, the results emphasize the value of expanding the scope of educational research to the study of within-class consensus.

Cited by 24 publications

References 63 publications

Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals

Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals

A Conceptual Framework for Understanding Variability in Student Perceptions

Indices of Favourable and Unfavourable Emotions in the Inter-Actional Context of the Classroom: Constructions from the Chilean Case

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