How do perceived teacher beliefs and classroom goal structures relate to motivations and enrollments in secondary school mathematics and English?

Helen M.G. Watt, Nir Madjar, Liam Dacosta

Research output: Contribution to journalArticlepeer-review

Abstract

Our study examined how students’ perceived teacher beliefs and classroom goal structures, gender (of teachers and students) and own perceived talent, controlling for prior achievements, together explained motivational outcomes of students’ achievement goals, intrinsic value and enrollment choices in mathematics and English. Participants were 1086 grades 9–11 students (respective Ns = 380, 369, 337) from 3 coeducational middle-class schools in metropolitan Sydney, Australia. Hierarchical linear modeling revealed student-perceived teacher beliefs as the most consistent predictor of motivational outcomes in mathematics and English, over and above the effects of other measured influences. Perceived teacher beliefs moderated the effects of classroom goal structures, as well as relationships of gender with motivational outcomes in English. Grade-level effects were more positive among older students which coincided with the grade 11 transition.

Original languageEnglish
JournalSocial Psychology of Education
DOIs
StateAccepted/In press - 2023

Bibliographical note

Publisher Copyright:
© 2023, The Author(s).

Funding

The research was supported by Australian Research Council Grants ARF/DP110100472 and FT170100153 to Watt, by which Madjar was a funded Postdoctoral Fellow during development of the manuscript. Watt additionally holds an honorary Professorship in the Faculty of Education at Monash University.

FundersFunder number
Australian Research CouncilARF/DP110100472, FT170100153

    Keywords

    • Achievement goals
    • English motivations
    • Expectancy-value
    • Mathematics motivations
    • Perceived teacher beliefs

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