Effects of a Mastery Goal Structure on Students' Academic Outcomes in an Educational Psychology Course

• In Event: 31.086 - Teaching Educational Psychology: Varied Contexts for Teaching and Test-Taking

Abstract

The current research investigated the effect of a manipulated mastery goal structure on emotional and cognitive interest, academic engagement, personal goal orientations, metacognitive self-regulation, and fear of failure using a quasi-experimental design. Data was collected at the beginning and end of the semester from 39 students enrolled in two sections of an introductory educational psychology course. Group and individual level statistical procedures were used to analyze the data. Results show varying patterns of change across the analytic techniques.

Author

• Ordene Edwards, Kennesaw State University