scholarly journals The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes

2018 ◽  
Vol 89 (2) ◽  
pp. 239-258 ◽  
Author(s):  
Lisa Bardach ◽  
Marko Lüftenegger ◽  
Takuya Yanagida ◽  
Barbara Schober ◽  
Christiane Spiel
Keyword(s):  
Goal Structures ◽  
Mastery Goal ◽  
Emotional Outcomes

scholarly journals The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

2019 ◽  
Vol 4 (2) ◽  
pp. 117
Author(s):  
Berliana Henu Cahyani ◽  
Asmadi Alsa ◽  
Neila Ramdhani ◽  
Fakher Nabeel Khalili
Keyword(s):  
Classroom Management ◽  
Goal Orientation ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Sampling Technique ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Self Regulated Learning ◽  
Learning Mathematics

Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom manage­ment and mastery goals concurrently.

Getting to know my teacher: Does the relation between perceived mastery goal structures and perceived teacher support change across the school year?

2013 ◽  
Vol 38 (4) ◽  
pp. 316-327 ◽  
Author(s):  
Julianne C. Turner ◽  
DeLeon L. Gray ◽  
Lynley H. Anderman ◽  
Heather S. Dawson ◽  
Eric M. Anderman
Keyword(s):  
Teacher Support ◽  
Goal Structures ◽  
Mastery Goal ◽  
School Year ◽  
Perceived Teacher Support
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