Qualitative Exploration of a Mastery School: Comparing Practice to Theory From Student Experiences

• In Event: 26.064 - Diverse Approaches to Examining Teacher and Contextual Influences on Student Motivation and Learning

Abstract

There is a large body of work supporting goal orientation theory (i.e., Ames, 1992; Dweck & Leggett, 1998), but less research has focused on students’ lived experiences within mastery- or performance-oriented settings. The aim of this study was to develop a deeper understanding of students’ experiences, using a mastery-focused school (grades 6-12) as a case study and qualitative inquiry as the method of data collection and analysis. Results suggest that the practices put in place to support mastery were not always successful: the feelings and behaviors students reported were often more closely associated with performance orientations than mastery orientations. Based on these findings, a closer look at how goal orientation theory is put into practice may be necessary.

Authors

• Alyssa Emery, Iowa State University

• Megan Sanders, Carnegie Mellon University

• Shirley L. Yu, The Ohio State University

• Lynley H. Anderman, The Ohio State University

• Nicole Leach, Mississippi State University

• Jamie Eric Teeple, The Ohio State University - Columbus