3x2 Classroom Goal Structures, Motivational Regulations, Self-Concept, and Affectivity in Secondary School. (20th September 2017)

• Record Type: Journal Article
• Authors: Méndez-Giménez, Antonio; Cecchini-Estrada, José-Antonio; Fernández-Río, Javier; Prieto Saborit, José Antonio; Méndez-Alonso, David
• Is Part Of: Spanish journal of psychology. Volume 20(2017)
• Publication Date: 2017-09-20
• Subjects: achievement goal theory, -- motivational climate, -- secondary education, -- self-determination; Psychology -- Periodicals; 150
• DOI: 10.1017/sjp.2017.37
• Languages: English
• ISSNs: 1138-7416

Abstract

Abstract: The main objective was to analyze relationships and predictive patterns between 3x2 classroom goal structures (CGS), and motivational regulations, dimensions of self-concept, and affectivity in the context of secondary education. A sample of 1, 347 secondary school students (56.6% young men, 43.4% young women) from 10 different provinces of Spain agreed to participate ( M age = 13.43, SD = 1.05). Hierarchical regression analyses indicated the self-approach CGS was the most adaptive within the spectrum of self-determination, followed by the task-approach CGS. The other-approach CGS had an ambivalent influence on motivation. Task-approach and self-approach CGS predicted academic self-concept ( p < .01; p < .001, respectively; R 2 = .134), and both along with other-approach CGS (negatively) predicted family self-concept ( p < .05; p < .001; p < .01, respectively; R 2 = .064). Physical self-concept was predicted by the task-approach and other-approach CGS's ( p < .05; p < .001, respectively; R 2 = .078). Finally, positive affect was predicted by all three approach-oriented CGS's ( p < .001; R 2 = .137), whereas negative affect was predicted by other-approach (positively) and self-approach (negatively) CGS ( p < .001; p < .05, respectively; R 2 = .028). These results expand the 3x2 achievement goal framework to include environmental factors, and reiterate that teachers should focus on raising levels of self- and task-based goals for students in their classes.