Relationship between Achievement Goal Orientation and Physical Competence Information of Middle School Students in Sport Context

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

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Investigating the Association Between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

The Journal of Early Adolescence ◽

10.1177/0272431616678987 ◽

2016 ◽

Vol 38 (4) ◽

pp. 530-553 ◽

Cited By ~ 1

Author(s):

Kenneth M. Tyler ◽

Jennifer L. Burris ◽

Sean T. Coleman

Keyword(s):

Middle School ◽

Middle School Students ◽

Goal Orientation ◽

Classroom Behavior ◽

Home School ◽

Classroom Behaviors ◽

School Students ◽

Mastery Goal ◽

And Performance ◽

Disruptive Classroom Behaviors

Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students’ reports of perceived home-school dissonance, several motivational antecedents of academic performance, and disruptive classroom behaviors. Six hundred sixty middle school students completed six subscales of the Patterns of Adaptive Learning Scales (PALS), including the Home-School Dissonance subscale, Mastery Goal, Performance Approach, and Performance Avoidance Goal Orientations, and the Disruptive Classroom Behavior subscales. Home-school dissonance scores were significantly associated with lower mastery goal orientation and lower academic efficacy scores. Home-school dissonance scores were also significantly associated with higher disruptive classroom behavior scores and higher performance approach and performance avoidance goal orientation scores. In addition, structural equation modeling with multiple mediators showed that mastery goal orientation and performance approach goal orientation mediated the relationship between home-school dissonance and disruptive classroom behavior.

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