The Effect of Mastery Goal-Complexes on Mathematics Grades and Engagement: The Case of Low-Socioeconomic-Status Peruvian Students

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: How Do Social Identities and the Broader Historical and Cultural Context Shape Motivation? (Table 11)

Abstract

Recent research anchored in achievement goal theory suggests mastery goals are more adaptive when endorsed for autonomous rather than controlled reasons. We report a study (N = 451) in which we applied this model to low-SES high-school students in Lima, Peru. The results show that autonomous reasons for endorsing mastery goals positively predicted students’ collective engagement and mathematics grades above the effect of mastery goals as such. Second, controlled reasons negatively predicted end-of-the year math grades. Finally, mastery goals’ relations with mathematics grades and behavioral engagement were attenuated when endorsed for low autonomous reasons. The findings extend the knowledge on mastery goal-complexes and show they apply to low-SES students.

Authors

• Moti Benita, Ben-Gurion University of the Negev
  Presenting Author

• Lennia Matos, The Pontifical Catholic University of Peru
  Non-Presenting Author