The role of within-class consensus on mastery goal structures in predicting socio-emotional outcomes

Unpacking classroom goal structures based on students’ own words

Achievement goal theory research, which investigates students’ perceptions of the classroom climate, has mainly focused on teacher practices from a deductive perspective. However, this appears to hinder a fuller understanding of all the factors that influence students’ perceptions of the classroom goal structures (CGS). Therefore, using a combination of inductive and deductive approaches, a series of three studies was conducted to identify new elements in students’ perceptions of CGS in relation to mathematics. In Study 1 (N = 340, 5th–7th graders), a self-reporting Hungarian-language questionnaire was developed to measure CGS. In Study 2 (N = 250, 7th graders), the same questionnaire was supplemented with open-ended questions about the classroom climate. Based on a qualitative analysis of these open-ended questions, new scales, one each for the factors of helping peers, recognition by peers, and image of the classroom community, were created in Study 3 (N = 438, 6th–8th graders) to explore their relationship to classroom goal structures. Factor analysis confirmed the expected structure, except for recognition by peers, which had to be divided into two factors with the new construct known as teasing peers. Findings confirm the relevance of a combined, inductive–deductive approach in examining CGS.

A Conceptual Framework for Understanding Variability in Student Perceptions

Student perceptions using surveys are frequently used to measure student perceptions of teachers’ teaching quality in secondary and higher education. Research shows that the variance in student perceptions exists within a class and between countries. However, the influence of individual- and cultural-level factors on the variance of student perceptions is less well studied. More insights are needed to understand the mechanisms underlying the variance in student perceptions in-depth. Insights into determinants of student perceptions of teaching quality could become valuable toward understanding school-related outcomes. A conceptual framework is put forward in this study to enhance our understanding of manifestations of student perceptions of teaching quality. It is suggested that value orientations at the individual- and cultural-level as well as social desirability may play a role in understanding student perceptions of teaching quality. Understanding students’ individual and collective perceptions of teaching quality can contribute to teachers’ sense-making of their student evaluations. It is argued that this understanding could contribute to enhancing the development of teaching quality and ultimately education quality.