A multilevel account of social value-related reasons behind mastery goals.

Tytuł:: A multilevel account of social value-related reasons behind mastery goals.
Autorzy:: Smeding A; Univ. Savoie Mont Blanc, Univ. Grenoble Alpes, Chambery Cedex, France.
Dompnier B; University of Lausanne, Switzerland.
Meier E; University of Applied Sciences and Arts of Southern Switzerland, Manno, Switzerland.
Darnon C; Univ. Clermont Auvergne, LAPSCO, France.
Butera F; University of Lausanne, Switzerland.
Źródło:: The British journal of educational psychology [Br J Educ Psychol] 2022 Jun; Vol. 92 (2), pp. e12453. Date of Electronic Publication: 2021 Aug 06.
Typ publikacji:: Journal Article
Język:: English
Imprint Name(s):: Publication: <2012-> : Chichester : Wiley-Blackwell
Original Publication: Edinburgh : Scottish Academic Press
MeSH Terms:: Goals*
Social Values*
Achievement ; Adolescent ; Humans ; Motivation ; Students ; Young Adult
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Grant Information:: Switzerland SNSF_ Swiss National Science Foundation
Contributed Indexing:: Keywords: mastery-approach goals; multilevel account; primary school; school performance; social value
Entry Date(s):: Date Created: 20210806 Date Completed: 20220418 Latest Revision: 20220418
Update Code:: 20240105
DOI:: 10.1111/bjep.12453
PMID:: 34355800
: Czasopismo naukowe

Pełny tekst

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.
(© 2021 The British Psychological Society.)

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