Unpacking Classroom Goal Structures Based on Students' Own Words

Autor/in	Fejes, József Balázs
Titel	Unpacking Classroom Goal Structures Based on Students' Own Words
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 2, S.433-472 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fejes, József Balázs)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-022-09753-z
Schlagwörter	Student Attitudes; Goal Orientation; Mathematics Achievement; Grade 7; Grade 6; Grade 8; Logical Thinking; Classroom Environment; Hungarian; Rating Scales; Peer Relationship; Helping Relationship; Communities of Practice; Factor Analysis; Measures (Individuals) + Suchen Sie Ihr Suchwort? Schülerverhalten; Zielorientierung; Zielvorstellung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 07; 7. Schuljahr; Schuljahr 07; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Klassenklima; Unterrichtsklima; Ungar; Ungarisch; Rating-Skala; Peer-Beziehungen; Helfende Beziehung; Community; Faktorenanalyse; Messdaten
Abstract	Achievement goal theory research, which investigates students' perceptions of the classroom climate, has mainly focused on teacher practices from a deductive perspective. However, this appears to hinder a fuller understanding of all the factors that influence students' perceptions of the classroom goal structures (CGS). Therefore, using a combination of inductive and deductive approaches, a series of three studies was conducted to identify new elements in students' perceptions of CGS in relation to mathematics. In Study 1 (N = 340, 5th-7th graders), a self-reporting Hungarian-language questionnaire was developed to measure CGS. In Study 2 (N = 250, 7th graders), the same questionnaire was supplemented with open-ended questions about the classroom climate. Based on a qualitative analysis of these open-ended questions, new scales, one each for the factors of helping peers, recognition by peers, and image of the classroom community, were created in Study 3 (N = 438, 6th-8th graders) to explore their relationship to classroom goal structures. Factor analysis confirmed the expected structure, except for recognition by peers, which had to be divided into two factors with the new construct known as teasing peers. Findings confirm the relevance of a combined, inductive--deductive approach in examining CGS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01