NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ787137
Record Type: Journal
Publication Date: 2008-Feb
Pages: 15
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0663
Interplay between Personal Goals and Classroom Goal Structures in Predicting Student Outcomes: A Multilevel Analysis of Person-Context Interactions
Lau, Shun; Nie, Youyan
Journal of Educational Psychology, v100 n1 p15-29 Feb 2008
This study examined cross-level interactions between personal goals and classroom goal structures, as well as their additive contributions to predicting math achievement, engagement, interest, effort withdrawal, and avoidance coping, using a sample of 3,943 Grade 5 students from 130 classrooms. Results of hierarchical linear modeling showed that classroom performance goal structures exacerbated (a) the negative association between personal performance-avoidance goals and engagement and (b) the positive relations of personal performance-avoidance goals to effort withdrawal and avoidance coping. Moreover, both classroom performance goal structures and personal performance-avoidance goals had maladaptive patterns of relations to outcomes at their respective levels of analysis, whereas classroom mastery goal structures and personal mastery goals showed adaptive relations. Our findings underscore the importance of a multilevel interactionist perspective in understanding achievement motivation and making recommendations for educational practices.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Grade 5
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED565617