CLASSROOM GOAL STRUCTURE, STUDENT MOTIVATION AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS

CLASSROOM GOAL STRUCTURE, STUDENT MOTIVATION AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS

EXCERPT FROM THE STUDY

Research on the student achievement in relation to classroom goal structure perceptions revealed that students’ perceptions of classroom goal structures predict students' cognitive, emotional, motivational, and behavioral engagement both directly and indirectly by the mediation of some motivational factors (i.e., personal achievement goals, self-efficacy, and perceived instrumentality) (Ames, 1992b; Badiee et al., 2014; Roeser et al., 1996; Rostami et al., 2011; Wolters, 2004). Indeed,

According to Ames (1992c), if students’ cognition, affects, motivation, and behaviors are investigated, their learning environment perceptions should also be added as a factor. She also stated that teacher behaviors affect students' learning environment perceptions. For this reason, teachers' beliefs and behaviors may determine students' motivation, cognition, affect, and behaviors. If teachers provide students with autonomy, and meaningful tasks , or consider students’ errors as  a piece of learning process, or center on learning and acquiring new skills, and they can create an environment that stresses mastery goals. Such learning environments are found to be related to more adaptive student outcomes such as better cognitive, behavioral, and emotional engagement (Anderman & Patrick, 2012; Gonida, Grigoris, & Kiosseoglou, 2009). However, if they encourage students’ ability, or high succeed with little effort, etc., they can create an environment that stresses performance goals (Ames, 1992b; Garner, 1990; Kaplan et al., 2002; Meece et al., 2006; Nicholls, 1989). Learning environments with performance goals emphasis are generally found to be linked to “students’ beliefs and behaviors that are less conducive and often detrimental, to learning and achievement” (Anderman & Patrick, 2012, p.183).

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