National Institute of Education, Nanyang Technological University, Singapore City, Singapore.
Br J Educ Psychol. 2023 Dec;93(4):1072-1088. doi: 10.1111/bjep.12620. Epub 2023 Jun 6.
There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects.
This study sought to investigate achievement goal profiles in mathematics and their associations with background covariates (i.e., gender, prior achievement) and correlates at the student-level (i.e., achievement, self-efficacy, anxiety) and class-level (instructional quality dimensions of classroom management, supportive climate, instructional clarity and cognitive activation).
Participants were 3836 Secondary-3 (Grade-9) students from 118 mathematics classes in Singapore.
Achievement goal profiles and their relationships with covariates and student-level correlates were examined with updated procedures of latent profile analysis. Subsequently, multilevel mixture analysis assessed the associations of student-level goal profiles and different class-level dimensions of instructional quality.
Four profiles were identified: Average-All, Low-All, High-All and High-Approach. These profiles differed across covariates and correlates, with High-Approach students associated with positive outcomes and High-All students with math anxiety. Cognitive activation and instructional clarity predicted stronger membership in High-Approach profile than Average-All and Low-All, but not High-All.
Certain goal profile patterns were consistent with past studies and supported the fundamental separation of approach and avoidance goals. Less differentiating profiles were associated with undesirable educational outcomes. Instructional quality can be considered as an alternative framework for examining classroom climate effects of achievement goals.
人们对研究多个成就目标的共同出现以及不同目标模式与教育成果的关系越来越感兴趣。此外，课堂的背景方面已经被证明会影响学生追求的目标，但现有的研究仍然局限于某些传统，并且受到不适合研究课堂氛围影响的方法的干扰。
本研究旨在调查数学中的成就目标模式及其与背景协变量（即性别、先前成就）和学生层面（即成就、自我效能感、焦虑）以及班级层面（课堂管理的教学质量维度、支持性氛围、教学清晰度和认知激活）的相关性。
参与者是来自新加坡 118 个数学班的 3836 名 9 年级学生。
使用潜在剖面分析的更新程序来检查成就目标模式及其与协变量和学生层面相关性的关系。随后，多层次混合分析评估了学生层面目标模式与不同班级层面教学质量维度的关联。
确定了四个模式：平均-全部、低-全部、高-全部和高-趋近。这些模式在协变量和相关性方面存在差异，高趋近的学生与积极的结果相关，高全部的学生与数学焦虑相关。认知激活和教学清晰度比平均全部和低全部更能预测高趋近模式的更强成员身份，但不能预测高全部模式。
某些目标模式与过去的研究一致，并支持趋近和回避目标的基本分离。区分度较低的模式与不良的教育结果相关。教学质量可以被视为考察成就目标对课堂氛围影响的替代框架。
