Personal performance goal orientation, classroom goal structure, persistence, and self-handicapping in the classroom

Taryn Sarstedt Ferrera, Fordham University

Abstract

This study examined whether the interaction effect model could be used to explain the joint influence of personal performance goals and classroom goal structure on achievement related outcomes. Cluster analysis was used to examine whether high school students who predominately viewed the classroom as performance goal structured and predominately viewed the classroom as combined goal structured, who were high in avoidance (i.e. Happ/Havd and Lapp/Havd) would report more self-handicapping behaviors than those who were low in avoidance (Happ/Lavd ). In addition, cluster analysis was used to examine whether those students who viewed the classroom as predominately performance or combined-structured, who were also high in performance-approach (i.e. Happ/Havd and Happ/Lavd) would persist more than those who were low in performance-approach (Lapp/Havd). A sample of 306 high school students enrolled in a mathematics class completed achievement goal questionnaires which included sections on perceived goal orientation, perceived goal structure, and the academic-related strategies of persistence and self-handicapping. Results indicated no significant interaction effect between perceived classroom goal structure and personal goal orientation on the dependent variable of self-handicapping when controlling for grade and self-reported math grades. A significant main effect, however, was found for personal goal orientation on the dependent variable of self-handicapping. Students who were Happ/Havd reported significantly more self-handicapping behaviors than those who were Happ/Lavd . Results also indicated no significant interaction effect between perceived classroom goal structure and personal goal orientation on the dependent variable of persistence when controlling for self-reported math grade, and ethnicity. A significant main effect was found for classroom goal structure on the dependent variable of persistence. Students who predominately viewed the classroom as combined-structured reported significantly more persistence than students who predominately viewed the classroom as mastery-structured or performance-structured. Results are discussed in terms of multiple goal theory and the direct effect (or additive) model of achievement goal theory. In addition, buffering and defeating patterns for personal orientation and perceptions of the classroom goal structure are discussed.^

Subject Area

Education, Educational Psychology|Education, Secondary

Recommended Citation

Ferrera, Taryn Sarstedt, "Personal performance goal orientation, classroom goal structure, persistence, and self-handicapping in the classroom" (2011). ETD Collection for Fordham University. AAI3465664.
http://fordham.bepress.com/dissertations/AAI3465664

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