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This study was a mixed methods examination of student motivation within the context of a science, technology, engineering, and mathematics (STEM) school that intentionally implemented practices to emphasize mastery goals. We integrated achievement goal and expectancy-value theories to examine the relations between classroom goal structures, personal achievement goal orientations, self-efficacy, and task value for mathematics, while controlling for perceived task difficulty in math and school belonging. We interviewed a subset of participants for insight into students’ school experiences, exploring the complex interrelations between individuals and this motivational context. Results indicated that mastery-approach goals and school belonging were aligned with self-efficacy and value components, which can be understood in the context of this unique educational environment.