Student-teacher agreement on classroom goal structures and potential predictors

Autor(en)

Lisa Bardach, Gholam Hassan Khajavy, Seyyedeh Mina Hamedi, Barbara Schober, Marko Lüftenegger

Abstrakt

This study examined whether teachers and students agree in their perceptions of the mastery goal structures dimensions task, autonomy, recognition/evaluation, and grouping. Additionally, potential predictors, namely students' achievement and teachers' basic psychological need satisfaction at work, were investigated. Using a sample of 1099 secondary school students and their 57 teachers, results from multilevel structural equation models revealed moderate agreement for grouping and no agreement for the other dimensions. Higher levels of achievement narrowed the gap between teachers' and students' perceptions of autonomy and recognition/evaluation. No effects of need satisfaction were found for any of the mastery goal structures dimensions.

Organisation(en)

Institut für Arbeits-, Wirtschafts- und Sozialpsychologie, Institut für Lehrer*innenbildung

Externe Organisation(en)

University of Bojnord, Ferdowsi University of Mashhad (FUM)

Journal

Teaching and teacher education

Band

74

Seiten

249-260

Anzahl der Seiten

12

ISSN

0742-051X

DOI

https://doi.org/10.1016/j.tate.2018.05.010

Publikationsdatum

08-2018

Peer-reviewed

Ja

ÖFOS 2012

503032 Lehr- und Lernforschung, 501016 Pädagogische Psychologie

Schlagwörter

ASJC Scopus Sachgebiete

Education

Link zum Portal

https://ucris.univie.ac.at/portal/de/publications/studentteacher-agreement-on-classroom-goal-structures-and-potential-predictors(b1297d39-c05e-4f73-a7e1-7d0d87c72e13).html