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ERIC Number: EJ926125
Record Type: Journal
Publication Date: 2011-May
Pages: 16
Abstractor: As Provided
Reference Count: 97
ISBN: N/A
ISSN: ISSN-0022-0663
Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate
Patrick, Helen; Kaplan, Avi; Ryan, Allison M.
Journal of Educational Psychology, v103 n2 p367-382 May 2011
In a series of 4 studies we investigated the relations of mastery goal structure and 4 dimensions of the classroom social climate (teacher academic support, teacher emotional support, classroom mutual respect, task-related interaction). We conducted multidimensional scaling with separate adolescent samples that differed considerably (i.e., by racial and demographic characteristics, grade level, and educational contexts). Studies 1, 2, and 3 (Ns = 537, 537, and 736, respectively) showed that mastery goal structure items occupied a central space among the climate items and overlapped partially with the areas formed by the respect and academic and emotional support items. In Study 4 (N = 789) we investigated the structural relations of mastery goal structure and the 4 social climate scales with another adolescent sample. Using confirmatory factor analysis we compared these 2 models: (a) all 5 measures at the same level and (b) mastery goal structure as a 2nd-order factor, with the 4 social climate measures as its indicators. The fit for both models was good, although the 1st-order model fit was better. Nevertheless, in the 2nd-order model mastery goal structure accounted for between 92% and 67% of the variance in the climate measures. (Contains 1 footnote, 3 tables, and 4 figures.)
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: Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A