A Multilevel Account of Social Value-Related Reasons behind Mastery Goals
Saved in:
| Title: | A Multilevel Account of Social Value-Related Reasons behind Mastery Goals |
|---|---|
| Language: | English |
| Authors: | Smeding, Annique (ORCID |
| Source: | British Journal of Educational Psychology. Jun 2022 92(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Social Values, Mastery Learning, Correlation, French, Second Language Learning, Second Language Instruction, Goal Orientation, Elementary School Students, Measures (Individuals), Social Class, Social Desirability, Guidelines, Student Attitudes |
| DOI: | 10.1111/bjep.12453 |
| ISSN: | 0007-0998 |
| Abstract: | Background: A growing literature focuses on reasons behind achievement goal endorsement, and mastery-approach goals (MG) specifically, and how these reasons influence academic performance. Past research provides evidence that student-level social value-related reasons behind MG moderate the MG-performance link in adolescents and young adults. However, we ignore whether this moderation is best conceived of as a student-level effect (i.e., students' social value-related reasons), a class-level effect (i.e., influence of class-dependent contextual social value), or both. Aims: This research aims at understanding the moderation of the MG-performance link by social value from a multilevel account, which is novel, as the student level has been the default level so far. Sample: The study was conducted on a sample of 436 primary school students, from 3rd to 6th grade. Methods: Students completed a MG scale adapted to their French classes under different instructions: standard, social desirability (answer to be viewed as likeable by your teacher), social utility (answer to be viewed as successful by your teacher), along with a dictation to measure performance, and socio-demographic measures. Results: Results show that the moderation effect of social utility on the MG-dictation performance link is observed at the student level, but that the moderation by social desirability is best accounted for by class-level differences. Conclusions: It is important to consider a multilevel framework when examining reasons behind MG reports, including social value-related reasons, both for future research and teachers in the classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1332822 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Background: A growing literature focuses on reasons behind achievement goal endorsement, and mastery-approach goals (MG) specifically, and how these reasons influence academic performance. Past research provides evidence that student-level social value-related reasons behind MG moderate the MG-performance link in adolescents and young adults. However, we ignore whether this moderation is best conceived of as a student-level effect (i.e., students' social value-related reasons), a class-level effect (i.e., influence of class-dependent contextual social value), or both. Aims: This research aims at understanding the moderation of the MG-performance link by social value from a multilevel account, which is novel, as the student level has been the default level so far. Sample: The study was conducted on a sample of 436 primary school students, from 3rd to 6th grade. Methods: Students completed a MG scale adapted to their French classes under different instructions: standard, social desirability (answer to be viewed as likeable by your teacher), social utility (answer to be viewed as successful by your teacher), along with a dictation to measure performance, and socio-demographic measures. Results: Results show that the moderation effect of social utility on the MG-dictation performance link is observed at the student level, but that the moderation by social desirability is best accounted for by class-level differences. Conclusions: It is important to consider a multilevel framework when examining reasons behind MG reports, including social value-related reasons, both for future research and teachers in the classroom. |
|---|---|
| ISSN: | 0007-0998 |
| DOI: | 10.1111/bjep.12453 |
