A Multilevel Account of Social Value-Related Reasons behind Mastery Goals

Autor/inn/en	Smeding, Annique; Dompnier, Benoît; Meier, Emanuele; Darnon, Céline; Butera, Fabrizio
Titel	A Multilevel Account of Social Value-Related Reasons behind Mastery Goals
Quelle	In: British Journal of Educational Psychology, 92 (2022) 2Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smeding, Annique) ORCID (Dompnier, Benoît) ORCID (Darnon, Céline) ORCID (Butera, Fabrizio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12453
Schlagwörter	Social Values; Mastery Learning; Correlation; French; Second Language Learning; Second Language Instruction; Goal Orientation; Elementary School Students; Measures (Individuals); Social Class; Social Desirability; Guidelines; Student Attitudes + Suchen Sie Ihr Suchwort? Sozialer Wert; Korrelation; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Zielorientierung; Zielvorstellung; Messdaten; Social classes; Soziale Klasse; Soziales Bedürfnis; Richtlinien; Schülerverhalten
Abstract	Background: A growing literature focuses on reasons behind achievement goal endorsement, and mastery-approach goals (MG) specifically, and how these reasons influence academic performance. Past research provides evidence that student-level social value-related reasons behind MG moderate the MG-performance link in adolescents and young adults. However, we ignore whether this moderation is best conceived of as a student-level effect (i.e., students' social value-related reasons), a class-level effect (i.e., influence of class-dependent contextual social value), or both. Aims: This research aims at understanding the moderation of the MG-performance link by social value from a multilevel account, which is novel, as the student level has been the default level so far. Sample: The study was conducted on a sample of 436 primary school students, from 3rd to 6th grade. Methods: Students completed a MG scale adapted to their French classes under different instructions: standard, social desirability (answer to be viewed as likeable by your teacher), social utility (answer to be viewed as successful by your teacher), along with a dictation to measure performance, and socio-demographic measures. Results: Results show that the moderation effect of social utility on the MG-dictation performance link is observed at the student level, but that the moderation by social desirability is best accounted for by class-level differences. Conclusions: It is important to consider a multilevel framework when examining reasons behind MG reports, including social value-related reasons, both for future research and teachers in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01