Triangulating Observed Social Support and Academic Challenge With Student Perceptions of Mastery Goal Structure

• In Event: Motivated Students, Motivating Contexts: Building Clarity About the Nature and Mechanisms of Motivational Climate

Abstract

Objectives. Achievement goal theory presents a framework for examining the motivational climate of classrooms (goal structure) and the theorized motivational outcome in students (individual goal orientation). This mixed-methods study compares the mastery goal structure of two seventh-grade science classrooms; compares observations of classroom goal structure to students’ perceptions of mastery goal structure; and examines variation in perceived mastery goal structure by students’ level of personal mastery goal orientation.

Theoretical Framework. This study is part of a larger project that draws on Linnenbrink-Garcia et al.’s (2016) synthesis of motivational theories into five motivation design principles (MDPs) for creating a motivationally supportive instructional climate in classrooms. The present analysis focuses on two seventh grade science teachers’ enactment of the MDP that aligns with mastery goal structure as described in achievement goal theory (Ames, 1992). Classrooms with a mastery goal structure can help students endorse mastery goals, which focus on developing competence, over performance goals, which focus on demonstrating competence (Midgley et al., 2001). Goal structures manifest through multiple dimensions of the learning environment, including task features, support for student autonomy, recognition and evaluation practices, grouping, timing, social climate, help-seeking, and general messages (Patrick et al., 2001).

Data and Methods. Qualitative analysis consisted of coding five lesson videos from two teachers, Joanne and Steve, using procedures adapted from the Observing Patterns of Adaptive Learning (OPAL) protocol (Patrick et al., 1997). Quantitative survey measures of student personal achievement goal orientation before the observed unit and of student perceptions of teacher support for mastery goals during each lesson were triangulated with the qualitative analysis for each lesson. The scales were adapted from the Patterns of Adaptive Learning Scales (Midgley et al., 2000).

Results. Key patterns and themes in our qualitative coding were consistent with the student report data. Students’ perceptions of mastery goal structure in both classes tended to be lower in lessons where we identified tension in the social climate, such as conflict between students or between the teacher and students. When the social climate was more supportive, students tended to perceive higher levels of mastery goal structure.
However, perceptions of mastery goal structure in Joanne’s class tended to be lower among the more mastery goal-oriented students, perhaps because she often seemed to achieve her positive social climate by reducing the rigor of tasks. Steve’s class was more challenging than Joanne’s but also more fraught socially, and his students were polarized in their perceptions of his support for mastery goals, across all levels of personal mastery goal orientation.

Significance. Our study replicates previous findings on the importance of social climate in mastery goal structure but introduces the practical tension and challenge for teachers in balancing this social support with academic rigor. Our findings also identify the need for further research on the role of student motivational profiles as a factor in perceptions of classroom climate. Our method contributes to achievement goal theory literature by adapting the OPAL protocol to video analysis and combining it with lesson-specific student perception data.

Authors

• Pei Pei Liu, Colby College

• David McKinney, University of Nevada, Las Vegas

• Alexandra Lee, Michigan State University

• Harmony Murray, Michigan State University

• Jennifer A. Schmidt, Michigan State University

• Gwen C. Marchand, University of Nevada - Las Vegas

• Lisa Linnenbrink-Garcia, Michigan State University