ERIC Number: EJ1082713
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Reference Count: 71
Student Perceptions of Classroom Achievement Goal Structure: Is It Appropriate to Aggregate?
Lam, Arena C.; Ruzek, Erik A.; Schenke, Katerina; Conley, AnneMarie M.; Karabenick, Stuart A.
Journal of Educational Psychology, v107 n4 p1102-1115 Nov 2015
Student reports are a common approach to characterizing how students experience their classrooms. We used a recently developed method--multilevel confirmatory factor analysis--to determine whether commonly employed measures of achievement goal structure constructs (mastery and performance) typically verified at the student level can be verified at the classroom level as well, using a sample of 1,406 7th- and 1,822 8th-grade students in 188 mathematics classrooms. Nine multilevel confirmatory factor analyses were examined: (a) modeling each classroom goal structure dimension separately (mastery, performance--approach, performance--avoidance, combined performance), (b) 4 models allowing 2 latent factors to covary (mastery + performance-approach, mastery + performance-avoidance, performance-approach + performance-avoidance, mastery + combined performance), and (c) a model reflecting the trichotomous goals framework (mastery + performance-approach + performance-avoidance). Consistent with prior research, the theorized models of classroom goal structure adequately represented students within the same classroom at Level 1. Although all models were acceptable at the individual level, only the performance-avoidance model represented the expected goal structure at the classroom level. Future research and replication are necessary to examine whether self-reports of classroom goal structure, and by implication other measures of classroom climate, reflect an individual-level phenomenon rather than a classroom-level construct, which has important theoretical and applied implications.
Descriptors: Student Attitudes, Goal Orientation, Mathematics Achievement, Middle School Students, Grade 7, Grade 8, Factor Analysis, Hierarchical Linear Modeling, Classroom Environment
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8
Sponsor: National Science Foundation (NSF); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: DUE0335369|DUE0929076|DUE0928103|NIHHD065704