Mediating Role of Sense of Classroom Community in the Relationship Between Achievement Goals and Learning

• In Event: Roundtable Session 11
  In Roundtable Session: Achievement Goals and Motivations in Context

Abstract

To test an integrative model of achievement goal orientation, sense of classroom community and learning based on extant literature, this study empirically investigated the mediating role of sense of classroom community in the causal effects of achievement goal orientations on course satisfaction and effort while considering gender and course format (i.e., online versus face-to-face) difference. A total of 697 students participated in the study. The structural equation analyses results revealed the mediating effects of sense of classroom community in the relationship between achievement goal orientations and learning variables and supported the major hypotheses. The hypothesized gender and course format interaction effect on sense of classroom community was also supported. Implications of these results for future research and pedagogy are discussed.

Authors

• Yan Yang, The University of West Georgia

• YoonJung Cho, Oklahoma State University

• Angela Leigh Watson, Oklahoma State University

• Stacey L. Bridges, Oklahoma State University