Exploring the Relationship Between Achievement Goal Theory and Disruptive Classroom Behavior

• In Event: Poster Session 6
  In Poster Session: Learning and Motivation in Social and Cultural Contexts Poster Session 1

Abstract

Achievement goal theory provides the framework for this investigation of the role that achievement goals and goal structures play in predicting students’ disruptive classroom behavior. A sample of 143 African American 9th graders from an urban school setting responded to surveys measuring their personal goals, the perceived goal structure, and their personal incidence of disruptive behavior in the math classroom. A within-group analysis was conducted to explore gender differences among the sample. Using hierarchical multiple regression analysis, the results indicated the following: perceived goal structures predicted disruptive classroom behavior over personal goals; performance goal structures were the only significant predictors (divergent patterns for approach and avoidance); and gender moderated this relationship with stronger effects for female students.

Authors

• Danyelle Tauryce Ireland, University of Maryland - Baltimore County

• Kimberley Edelin Freeman, Howard University