Why Study? Emphasizing Mastery Goals in the Classroom

• In Event: Poster Session 12
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

This study aimed to characterize instruction perceived high and low in mastery goals emphasis, in elementary, middle and democratic schools. Taking the student perspective, data was collected by students surveys (N=1181) and interviews (N=69) from 5th-8th grade Israeli students. Nineteen interviews, describing 5 science teachers high or low in mastery goals emphasis, were chosen for further analysis. Analysis employed the TARGETS framework (Patrick, et al., 2001), combining theory-driven with data-driven approach. Results were mostly consistent with the TARGETS recommendations, although some contradictions were found. Results suggested that grouping and students’ social interaction are not salient features in mastery goals structure while time and autonomy are. Concrete illustrations of classroom mastery-emphasizing practices in different school cultures are provided.

Author

• Dana Vedder-Weiss, Ben Gurion University of the Negev