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ERIC Number: EJ1177032
Record Type: Journal
Publication Date: 2018
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0022-0973
When Mastery Goals Meet Mastery Learning: Administrator, Teacher, and Student Perceptions
Emery, Alyssa; Sanders, Megan; Anderman, Lynley H.; Yu, Shirley L.
Journal of Experimental Education, v86 n3 p419-441 2018
Few studies have examined the impact of mastery learning on mastery goal structures or even on students' motivation more generally. In this study, we examined one middle school that implemented a schoolwide mastery learning system, conducting interviews with a sample of administrators (n = 3), teachers (n = 4), and students (n = 9) to determine how the system was envisioned by the school leadership, implemented by the teaching staff, and perceived by the students. We used deductive qualitative analysis (DQA) to determine visions, practices, and perceptions aligned with achievement goal theory. Results indicated that evaluation practices have the greatest potential to undermine other positive motivational impacts of mastery learning-based instruction. Implications and transferability for research and practice are discussed.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A