Teachers' Emphasis on Mastery Goals Moderates the Behavioral Correlates of Coolness in Early Adolescent Classroom

Autor/inn/en	McKellar, Sarah E.; Ryan, Allison M.; Messman, Elizabeth A.; Brass, Nicole R.; Laninga-Wijnen, Lydia
Titel	Teachers' Emphasis on Mastery Goals Moderates the Behavioral Correlates of Coolness in Early Adolescent Classroom
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 67 (2021) 2, S.203-236, Artikel 4 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Mastery Learning; Correlation; Grade 6; Prosocial Behavior; Academic Achievement; Behavior Problems; Student Attitudes; Goal Orientation; Grades (Scholastic); Teaching Methods; Peer Relationship; Teacher Student Relationship; Grade 5; Social Status; Social Adjustment; Middle School Students; Peer Acceptance; Teacher Role + Suchen Sie Ihr Suchwort? Korrelation; School year 06; 6. Schuljahr; Schuljahr 06; Schulleistung; Schülerverhalten; Zielorientierung; Zielvorstellung; Notenspiegel; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 05; 5. Schuljahr; Schuljahr 05; Sozialer Status; Soziale Anpassung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerrolle
Abstract	This study investigated how two aspects of the classroom environment (teachers' emphasis on mastery goals and descriptive norms (i.e., the average student disruptive, prosocial, and achievement-related behavior in a classroom), moderated the relationship between student behaviors and coolness. The sample included 976 students nested in 54 fifth- and sixth-grade classrooms. Students completed peer nominations of coolness and three behaviors (prosocial, disruptive, and academic achievement). Students reported on the extent to which their teacher emphasized mastery goals in the classroom. The extent to which each of these three behaviors correlated with coolness varied across classrooms. The variability between classrooms in the behavioral correlates of coolness was not related to descriptive norms but was related to classroom mastery goals. In classrooms with a high-mastery goal emphasis, good grades and prosocial behavior were more likely to be perceived as cool. Our findings also suggest the need for future studies to examine the direct effect of prosocial descriptive norms on nominations of coolness. This study adds to a growing literature on how teaching practices matter for peer relationships in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01