We examined the relationships between teachers’ communication styles and students’ perceptions of the classroom goal structure. Within the context of high school health classes focused on teaching about HIV/STD/pregnancy prevention, we surveyed 456 students about their teachers’ immediacy behaviors, efforts to make course content relevant, and their perceptions of the classroom goal structure. We found that the more teachers stressed the relevance of course material and used verbal and nonverbal immediacy behaviors, the more students perceived a mastery goal structure in their classrooms. Conversely, when teachers did not emphasize these immediacy behaviors, students were more likely to perceive an avoidance goal structure. Immediacy behaviors were not related to perceptions of an extrinsic goal structure. Our results suggest that teachers can help create a positive, mastery-oriented classroom by communicating with students in a way that demonstrates authentic care and concern for students’ learning. Implications for future research into cues students rely on when perceiving classroom goal structurers and implications for instruction are discussed.

我们研究了教师的沟通方式与学生对课堂目标结构的看法之间的关系。在重点讲授有关HIV / STD /预防怀孕的高中健康课程的背景下，我们对456名学生进行了调查，调查的内容是他们的老师的即时行为，与课程内容相关的努力以及他们对课堂目标结构的看法。我们发现，教师越强调课程材料的相关性，并使用言语和非言语直接行为，就越有学生在课堂上感知到掌握目标的结构。相反，当教师不强调这些直接行为时，学生更有可能感知回避目标的结构。即时行为与外部目标结构的感知无关。我们的研究结果表明，教师可以通过与学生进行沟通，以表现出对学生学习的真诚关怀和关心，来帮助建立一个积极的，以掌握为导向的教室。提示学生将来在研究线索学习时所依赖的含义，并讨论了教学的意义。