Goal structures represent classroom characteristics that are supportive of students’ motivation. However, goal structures and their relations with students’ motivation have not yet been investigated in the context of vocational education. The present study aims at closing this gap. We investigated the relation between mastery goal structures and the two motivational outcomes mastery goals and self-efficacy in a sample of 1434 Austrian vocational students (64.3% female) in five subjects (accounting, business administration, English, German, and mathematics). Furthermore, we tested whether the relation between mastery goals and these two motivational outcomes is (partially) mediated by students’ perceptions of the practical relevance of instruction in these subjects. Results from multilevel models revealed that goal structures were positively related to mastery goals at the individual student level for all subjects, and for English at the classroom level as well. At both levels, the indirect effect of mastery goal structures on mastery goals mediated by practical relevance was statistically significant for several subjects. In addition, mastery goal structures were positively related to self-efficacy at the individual student level in accounting and at the classroom level in mathematics. Practical relevance mediated the effect of mastery goal structures on self-efficacy in mathematics at the classroom level. Implications of the results for research in vocational education and educational practice are discussed.

中文翻译：

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在五门科目中，职业学生对目标结构，精通目标和自我效能的看法之间的关联-作为潜在调解者的实践意义

目标结构代表支持学生动机的课堂特征。但是，尚未在职业教育的背景下研究目标结构及其与学生动机的关系。本研究旨在缩小这一差距。我们在五个学科（会计，工商管理，英语，德语和数学）的1434名奥地利职业学生（女性占64.3％）的样本中调查了精通目标结构与两个动机结果，精通目标和自我效能之间的关系。此外，我们测试了精通目标与这两个动机结果之间的关系是否（部分）由学生对这些学科中教学的实际相关性的理解所介导。多层次模型的结果表明，对于所有科目，以及在课堂英语方面，目标结构与单个学生的精通目标呈正相关。在两个级别上，实践相关性介导的精通目标结构对精通目标的间接影响在若干受试者中具有统计学意义。此外，掌握目标的结构与个人学生在会计方面和数学课堂上的自我效能感呈正相关。实际相关性介导了掌握目标结构对课堂一级数学自我效能的影响。讨论了研究结果对职业教育和教育实践的意义。在课堂上也适用于英语。在两个级别上，实践相关性介导的精通目标结构对精通目标的间接影响在若干受试者中具有统计学意义。此外，掌握目标的结构与个人学生在会计方面和数学课堂上的自我效能感呈正相关。实际相关性介导了掌握目标结构对课堂一级数学自我效能的影响。讨论了研究结果对职业教育和教育实践的意义。在课堂上也适用于英语。在两个级别上，实践相关性介导的精通目标结构对精通目标的间接影响在若干受试者中具有统计学意义。此外，掌握目标的结构与个人学生在会计方面和数学课堂上的自我效能感呈正相关。实际相关性介导了掌握目标结构对课堂一级数学自我效能的影响。讨论了研究结果对职业教育和教育实践的意义。掌握目标的结构与个人学生在会计上的自我效能和数学上的课堂上的自我效能成正相关。实际相关性介导了掌握目标结构对课堂一级数学自我效能的影响。讨论了研究结果对职业教育和教育实践的意义。掌握目标的结构与个人学生在会计上的自我效能和数学上的课堂上的自我效能成正相关。实际相关性介导了掌握目标结构对课堂一级数学自我效能的影响。讨论了研究结果对职业教育和教育实践的意义。