Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate.
2011/05/01 by Helen Patrick, Avi Kaplan, Allison M. Ryan · 347 citations
Psychology · Social Sciences · #Academic achievement #Confirmatory factor analysis #Convergence (economics) #Developmental psychology #Education, Achievement, and Giftedness #Educational Environments and Student Outcomes #Goal orientation #Goal theory #Mastery learning #Mathematics education #Motivation and Self-Concept in Sports #Psychology #Social psychology #Statistics #Structural equation modeling #Variance (accounting)
paper · doi:10.1037/a0023311
published in Journal of Educational Psychology 103(2), 367-382 (American Psychological Association)
openalex publication_date 2011/05/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/05
Abstract
In a series of 4 studies we investigated the relations of mastery goal structure and 4 dimensions of the classroom social climate (teacher academic support, teacher emotional support, classroom mutual respect, task-related interaction). We conducted multidimensional scaling with separate adolescent samples that differed considerably (i.e., by racial and demographic characteristics, grade level, and educational contexts). Studies 1, 2, and 3 (Ns = 537, 537, and 736, respectively) showed that mastery goal structure items occupied a central space among the climate items and overlapped partially with the areas formed by the respect and academic and emotional support items. In Study 4 (N = 789) we investigated the structural relations of mastery goal structure and the 4 social climate scales with another adolescent sample. Using confirmatory factor analysis we compared these 2 models: (a) all 5 measures at the same level and (b) mastery goal structure as a 2nd-order factor, with the 4 social climate measures as its indicators. The fit for both models was good, although the 1st-order model fit was better. Nevertheless, in the 2nd-order model mastery goal structure accounted for between 92% and 67% of the variance in the climate measures.
Cited by
- Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates
- Teacher motivation and student outcomes: Searching for the signal
- The Case for Multifaceted, Integrative Motivation Interventions Embedded in Classrooms
- From classroom goal structures to academic outcomes: The mediating role of expectancy-value beliefs in adolescent learning
- Classroom goal structures: Observations from urban and rural high school classes in China
- Implementing a Universal Stress Management Program for Young School Children: Are there Classroom Climate or Academic Effects?
- Relational support from teachers and peers matters: Links with different profiles of relational support and academic engagement
- Relationship between perceptions of classroom climate and institutional goal structures and student motivation, engagement and intention to persist in college
- The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language
- The Essential Role of Sense of Community in a Youth Sport Program
- Teachers’ Perceptions of Gender Differences -What about Boys and Girls in the Classroom?
- Achievement Goal Orientations and Adolescents' Subjective Well-Being in School: The Mediating Roles of Academic Social Comparison Directions. [europepmc]
- The Educational Situation Quality Model: Recent Advances. [europepmc]
- The role of within-class consensus on mastery goal structures in predicting socio-emotional outcomes. [europepmc]
- Students' Trait Emotional Intelligence and Perceived Teacher Emotional Support in Preventing Burnout: The Moderating Role of Academic Anxiety. [europepmc]
- School Belonging and Reading Literacy: A Multilevel Moderated Mediation Model. [europepmc]
- A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners. [europepmc]
- Teaching style and academic engagement in pre-service teachers during the COVID-19 lockdown: Mediation of motivational climate. [europepmc]
- Associations between teacher-student relationship and externalizing problem behaviors among Chinese rural adolescent. [europepmc]
- Exploring the effect of teacher autonomy support on Chinese EFL undergraduates' academic English speaking performance through the mediation of basic psychological needs and classroom engagement. [europepmc]
- A cross-sectional study of variations in schoolwork stress in academic upper secondary school classes in Mid-Norway. [europepmc]
- Do Performance Goals and Fixed Mindset Explicate the Relations Between Stereotype Threat and Achievement? Examining Differences Between Racially Marginalized and White Students in STEM. [europepmc]
- Relations of coping strategies and cognitive emotion regulation to Chinese children's academic achievement goals and academic performance. [europepmc]
- Interconnected factors in EFL engagement: classroom climate, growth mindset, and achievement goals. [europepmc]
- The influence of teacher leadership on students academic burnout in China: potential multiple mediating effects of meeting basic psychological needs. [europepmc]
- Integrating Social and Emotional Learning into Mathematics Education: A Multiple Case Study of JUMP Math's Approach to Creating Socially and Emotionally Supportive Learning Environments. [europepmc]
- The Case for Multifaceted, Integrative Motivation Interventions Embedded in Classrooms. [europepmc]
Related