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EJ958387 - The Role of Goal Orientations and Goal Structures in Explaining Classroom Social and Affective Characteristics

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ERIC #:	EJ958387
Title:	The Role of Goal Orientations and Goal Structures in Explaining Classroom Social and Affective Characteristics
Authors:	Polychroni, Fotini; Hatzichristou, Chryse; Sideridis, Georgios
Descriptors:	Foreign Countries; Student Behavior; Student Motivation; Educational Practices; Grade 6; Goal Orientation; Interpersonal Relationship; Social Behavior; Grade 5; Classroom Environment; Learning Motivation; Student Characteristics; Affective Behavior; Student Attitudes; Questionnaires; Predictor Variables; Correlation
Source:	Learning and Individual Differences, v22 n2 p207-217 Apr 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Date:	2012-04-00
Pages:	11
Pub Types:	Journal Articles; Reports - Research
Abstract:	Examining motivational variables may prove to be particularly fruitful towards our understanding of classroom processes, student behaviors and school outcomes. The present study examined the role of personal and contextual goals (goals and goal structures) towards explaining social relationships (peer, teacher-student and home-school). 1493 fifth and sixth grade primary school students (10 to 12 years of age) from different areas of Greece formed a representative sample. Questionnaires were administered assessing students' goal orientations, goal structures and classroom relationships. The data were analyzed using latent variable modeling. Mastery goal structures had significant effects on positive school relationships such as student relations, teacher-student relations, peer inclusion, and peer conflict (the latter two reversely coded). Performance goal structures exerted negative or null effects on the same processes, demonstrating their negative propensities. In addition, the effects of mastery goal structures were partially mediated by the effects of personal mastery goals with regard to teacher-student relations with the former exerting both direct and indirect effects. On the contrary, the negative effects of performance goal structures were not buffered by the presence of high levels of personal performance goals. The findings have significant implications for educational practice in terms of the importance of classroom contexts as predictors of classroom relatedness specifically where mastery goals are concerned. (Contains 7 figures.)
Abstractor:	As Provided
Reference Count:	0

Note:	N/A
Identifiers:	Greece; Latent Variables
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1041-6080
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Elementary Secondary Education; Grade 5; Grade 6
Direct Link:	http://dx.doi.org/10.1016/j.lindif.2011.10.005

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