Longitudinal Relations of Classroom Goal Structures to Students' Motivation and Learning Outcomes in Health Education

Autor/inn/en	Won, Sungjun; Anderman, Eric M.; Zimmerman, Rick S.
Titel	Longitudinal Relations of Classroom Goal Structures to Students' Motivation and Learning Outcomes in Health Education
Quelle	In: Journal of Educational Psychology, 112 (2020) 5, S.1003-1019 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Won, Sungjun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000399
Schlagwörter	Classroom Techniques; Goal Orientation; Student Motivation; Outcomes of Education; Health Education; High School Students; Self Efficacy; Contraception; Sex Education; Student Attitudes; Mastery Learning; Knowledge Level + Suchen Sie Ihr Suchwort? Klassenführung; Zielorientierung; Zielvorstellung; Schulische Motivation; Lernleistung; Schulerfolg; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Empfängnisverhütung; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Schülerverhalten; Wissensbasis
Abstract	Little attention has been paid to goal structures in health education, despite their well-established roles in motivation and learning. The primary goal of this study was to examine the longitudinal relations of classroom goal structures to high school students' (N = 636) motivation and learning outcomes in health education. We incorporated two aspects of motivation: self-efficacy for negotiating condom use and task values for learning new information about HIV and pregnancy prevention. Results revealed that students' perceptions of a mastery goal structure were positively related to their self-efficacy and task values, and also their knowledge and behavioral intentions one year after the health education curriculum had been delivered. In contrast, students' perceptions of an extrinsic goal structure were not related to their motivation and learning outcomes. Our findings suggest that the implementation of instructional practices focusing on mastery may enhance the efficacy of HIV and pregnancy prevention programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01