Exploring Changes in Student-Teacher Agreement on Goal Structures and Reciprocal Relations to Self-Concept and Achievement

• In Event: Self-Concept and Self-Efficacy

Abstract

The present study investigates changes over one semester in student-teacher agreement on six dimensions of goal structures (task, autonomy, recognition, grouping, evaluation, time) in mathematics classes. We further examined whether the first test in the semester affects changes in student-teacher agreement, and how students’ self-concept and achievement are (reciprocally) related to agreement and changes in agreement. Data was collected at five measurement points in newly assembled classes. The sample contained 130 students and their mathematics teachers. Piecewise growth curve modeling indicated changes in agreement regarding recognition, evaluation, and time. Higher increases in self-concept before the test forecasted declines in agreement regarding autonomy after the test. Moreover, we found effects of achievement on changes in agreement for autonomy and time.

Authors

• Marko Lüftenegger, Universität Wien

• Sophie Oczlon, University of Vienna

• Takuya Yanagida, University of Vienna

• Barbara Schober, University of Vienna

• Lisa Bardach, University of Tübingen