Little attention has been paid to goal structures in health education, despite their well-established roles in motivation and learning. The primary goal of this study was to examine the longitudinal relations of classroom goal structures to high school students’ (N = 636) motivation and learning outcomes in health education. We incorporated two aspects of motivation: self-efficacy for negotiating condom use and task values for learning new information about HIV and pregnancy prevention. Results revealed that students’ perceptions of a mastery goal structure were positively related to their self-efficacy and task values, and also their knowledge and behavioral intentions one year after the health education curriculum had been delivered. In contrast, students’ perceptions of an extrinsic goal structure were not related to their motivation and learning outcomes. Our findings suggest that the implementation of instructional practices focusing on mastery may enhance the efficacy of HIV and pregnancy prevention programs. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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课堂目标结构与健康教育中学生动机和学习成果的纵向关系。

尽管健康教育中的目标结构在动机和学习方面发挥了良好的作用，但很少有人关注它们。本研究的主要目标是检查课堂目标结构与高中生 (N = 636) 健康教育动机和学习成果的纵向关系。我们纳入了动机的两个方面：协商安全套使用的自我效能感和学习有关 HIV 和预防怀孕的新信息的任务价值。结果表明，学生对掌握目标结构的看法与他们的自我效能感和任务价值观，以及他们在健康教育课程交付一年后的知识和行为意图呈正相关。相比之下，学生对外在目标结构的看法与他们的动机和学习成果无关。我们的研究结果表明，实施侧重于掌握的教学实践可能会提高 HIV 和预防怀孕计划的有效性。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）