ABSTRACT

This study focused on the question of how to enhance a mastery-goal orientation in the classroom. We started from the perspective of the achievement goal theory, which assumes that the goals that students have (personal goals) relate to the goals that are set in the classroom (classroom goal structures). In classrooms where teachers focus on learning and effort -instead of normative standards and social comparison- mastery goals are enhanced. This type of classroom can be endorsed by focusing on the following classroom structures: Task design, Autonomy, Recognition, Grouping, Evaluation, and Time (TARGET). The present study investigated how classroom goal structures as perceived by students are related to students’ personal goals. Based on survey data from 501 students from three secondary schools in the Netherlands, we found that the Task design dimension, concerning designing challenging and varied tasks, and the Time dimension, concerning e.g., pacing, predicted both mastery-approach and avoidance goals. Our findings provide insight in how perceived classroom goal structures are related to students’ personal goals that focus on understanding/competence, thus informing teachers and educational developers where to start when it comes to improving student motivation.

摘要

这项研究的重点是如何在课堂上增强掌握目标的方​​向。我们从成就目标理论的角度出发，假设学生拥有的目标（个人目标）与教室中设定的目标（教室目标结构）相关。在教师专注于学习和努力的教室中，而不是规范性标准和社会比较方面，教室的目标得到了提高。这种类型的教室可以通过集中在以下教室结构的赞同：Ť问设计，甲utonomy，- [R ecognition，ģ rouping，ë估价和Ťime（目标）。本研究调查了学生感知的课堂目标结构如何与学生的个人目标相关。根据来自荷兰三所中学的501名学生的调查数据，我们发现任务设计维度（涉及设计具有挑战性和变化性的任务）和时间维度（与节奏相关）预测了精通方法和回避目标。我们的发现提供了洞察力，以了解课堂目标结构如何与专注于理解/能力的学生个人目标相关联，从而为提高学生的动机向教师和教育开发人员提供了起点。