Student perceptions of classroom achievement goals as predictors of belonging and content instrumentality |
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Authors: | Christopher O Walker |
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Institution: | (1) Department of Education, Ben-Gurion University of the Negev, Beer Sheva, 84105, Israel;(2) Combined Program in Education and Psychology, University of Michigan, Ann Arbor, MI, USA |
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Abstract: | The goal of the current study was to examine the predictive relationships among a set of cognitive-motivational variables
that have been found in previous studies to support academic achievement. Student perception of a classroom’s achievement
goal structure (classroom mastery, classroom performance-approach, classroom performance-avoidance) was used as the primary
set of predictor variables, while student perceptions of belonging and subject matter instrumentality were used as dependent
variables. There were 227 participants in the current study each of whom were enrolled in a rural high school in the Midwestern
United States. Results indicated that the classroom level goal orientation was, in fact, predictive of belonging and perceived
instrumentality. Specifically, classroom mastery goals and classroom performance-approach goals were found to positively relate
to both belonging and perceived instrumentality. Implications of the aforementioned relationships are discussed. |
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Keywords: | |
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