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Student-teacher agreement on classroom goal structures and potential predictors
ARTICLE

, Lisa Bardach, Marko Lüftenegger, Austria ; , Gholam Hassan Khajavy, Iran (Islamic Republic Of) ; , Seyyedeh Mina Hamedi, Iran (Islamic Republic Of) ; , , Lisa Bardach, Marko Lüftenegger, Austria

TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study examined whether teachers and students agree in their perceptions of the mastery goal structures dimensions task, autonomy, recognition/evaluation, and grouping. Additionally, potential predictors, namely students' achievement and teachers' basic psychological need satisfaction at work, were investigated. Using a sample of 1099 secondary school students and their 57 teachers, results from multilevel structural equation models revealed moderate agreement for grouping and no agreement for the other dimensions. Higher levels of achievement narrowed the gap between teachers' and students' perceptions of autonomy and recognition/evaluation. No effects of need satisfaction were found for any of the mastery goal structures dimensions.

Citation

Bardach, L., Khajavy, G.H., Hamedi, S.M., Schober, B. & Lüftenegger, M. (2018). Student-teacher agreement on classroom goal structures and potential predictors. Teaching and Teacher Education: An International Journal of Research and Studies, 74(1), 249-260. Elsevier Ltd. Retrieved December 6, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.05.010

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