The Journal of Experimental Education ( IF 1.762 ) Pub Date : 2021-04-28 , DOI: 10.1080/00220973.2021.1906199 Alla Hemi 1 , Nir Madjar 1 , Yisrael Rich 2
ABSTRACT
Adolescents’ academic achievement goals are associated with their perceptions of teacher and peer goals. Earlier research focused on perceived teacher goals, mostly disregarding perceived peer goals’ effects. However, since peer-group influence becomes prominent during adolescence, research on students’ perceptions of both peer and teacher goals should contribute to understanding achievement goals. Our main hypothesis was that perceived peer goals mediate the relationship between perceived teacher goals and students’ achievement goals. The research comprised three independent studies: a pilot study (N = 183) validated a measure of perceived peer goals adapted for this study. Study 1 (N = 122) found that perceived peer goals explained more variance in students’ achievement goals than did perceived teacher goals. Study 2 (N = 415) showed that perceived peer goals fully mediated the relationship between perceived teacher goals and students’ achievement goals. These results demonstrated that the simultaneous examination of perceptions of peers and teachers enhances our theoretical understanding of significant others’ goals’ relationships with student achievement goals. Researchers and practitioners may benefit from considering the interdependence between social and academic aspects of motivation in classrooms.
中文翻译:
感知的同伴和教师目标:与学生学业成就目标的关系
摘要
青少年的学业成就目标与他们对老师和同伴目标的看法有关。早期的研究侧重于感知到的教师目标,大多忽略了感知到的同伴目标的影响。然而,由于同伴群体的影响在青春期变得突出,对学生对同伴和教师目标的看法的研究应该有助于理解成就目标。我们的主要假设是感知到的同伴目标调节感知到的教师目标和学生的成就目标之间的关系。该研究包括三项独立研究:一项试点研究 ( N = 183) 验证了适用于本研究的感知同伴目标的衡量标准。研究 1 ( N = 122) 发现感知到的同伴目标比感知到的教师目标更能解释学生成就目标的差异。研究 2 ( N = 415) 表明,感知到的同伴目标完全调节了感知到的教师目标和学生的成就目标之间的关系。这些结果表明,同时检查同龄人和教师的看法增强了我们对重要他人目标与学生成就目标之间关系的理论理解。考虑课堂动机的社会和学术方面之间的相互依存关系,研究人员和从业者可能会受益。