Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator
Abstract Goal structures represent classroom characteristics that are supportive of students’ motivation. However, goal structures and their relations with students’ motivation have not yet been investigated in the context of vocational education. The present study aims at closing this gap. We inves...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2019-06-01
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| Series: | Empirical Research in Vocational Education and Training |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s40461-019-0084-0 |
| _version_ | 1819015817580249088 |
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| author | Lisa Bardach Vera Popper Elke Hochfellner Marko Lüftenegger |
| author_facet | Lisa Bardach Vera Popper Elke Hochfellner Marko Lüftenegger |
| author_sort | Lisa Bardach |
| collection | DOAJ |
| description | Abstract Goal structures represent classroom characteristics that are supportive of students’ motivation. However, goal structures and their relations with students’ motivation have not yet been investigated in the context of vocational education. The present study aims at closing this gap. We investigated the relation between mastery goal structures and the two motivational outcomes mastery goals and self-efficacy in a sample of 1434 Austrian vocational students (64.3% female) in five subjects (accounting, business administration, English, German, and mathematics). Furthermore, we tested whether the relation between mastery goals and these two motivational outcomes is (partially) mediated by students’ perceptions of the practical relevance of instruction in these subjects. Results from multilevel models revealed that goal structures were positively related to mastery goals at the individual student level for all subjects, and for English at the classroom level as well. At both levels, the indirect effect of mastery goal structures on mastery goals mediated by practical relevance was statistically significant for several subjects. In addition, mastery goal structures were positively related to self-efficacy at the individual student level in accounting and at the classroom level in mathematics. Practical relevance mediated the effect of mastery goal structures on self-efficacy in mathematics at the classroom level. Implications of the results for research in vocational education and educational practice are discussed. |
| first_indexed | 2024-12-21T02:37:46Z |
| format | Article |
| id | doaj.art-eef7935a572d4385aaecf021c8b881fb |
| institution | Directory Open Access Journal |
| issn | 1877-6345 |
| language | English |
| last_indexed | 2024-12-21T02:37:46Z |
| publishDate | 2019-06-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Empirical Research in Vocational Education and Training |
| spelling | doaj.art-eef7935a572d4385aaecf021c8b881fb2022-12-21T19:18:45ZengSpringerOpenEmpirical Research in Vocational Education and Training1877-63452019-06-0111111810.1186/s40461-019-0084-0Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediatorLisa Bardach0Vera Popper1Elke Hochfellner2Marko Lüftenegger3Department of Education, University of YorkDynamic Balancing ConsultingKaufmännische Schulen des BFI WienDepartment of Applied Psychology: Work, Education, and Economy, Faculty of Psychology, University of ViennaAbstract Goal structures represent classroom characteristics that are supportive of students’ motivation. However, goal structures and their relations with students’ motivation have not yet been investigated in the context of vocational education. The present study aims at closing this gap. We investigated the relation between mastery goal structures and the two motivational outcomes mastery goals and self-efficacy in a sample of 1434 Austrian vocational students (64.3% female) in five subjects (accounting, business administration, English, German, and mathematics). Furthermore, we tested whether the relation between mastery goals and these two motivational outcomes is (partially) mediated by students’ perceptions of the practical relevance of instruction in these subjects. Results from multilevel models revealed that goal structures were positively related to mastery goals at the individual student level for all subjects, and for English at the classroom level as well. At both levels, the indirect effect of mastery goal structures on mastery goals mediated by practical relevance was statistically significant for several subjects. In addition, mastery goal structures were positively related to self-efficacy at the individual student level in accounting and at the classroom level in mathematics. Practical relevance mediated the effect of mastery goal structures on self-efficacy in mathematics at the classroom level. Implications of the results for research in vocational education and educational practice are discussed.http://link.springer.com/article/10.1186/s40461-019-0084-0Vocational educationGoal structureClassroom structureMastery goalSelf-efficacyPractical relevance |
| spellingShingle | Lisa Bardach Vera Popper Elke Hochfellner Marko Lüftenegger Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator Empirical Research in Vocational Education and Training Vocational education Goal structure Classroom structure Mastery goal Self-efficacy Practical relevance |
| title | Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator |
| title_full | Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator |
| title_fullStr | Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator |
| title_full_unstemmed | Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator |
| title_short | Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator |
| title_sort | associations between vocational students perceptions of goal structures mastery goals and self efficacy in five subjects practical relevance as a potential mediator |
| topic | Vocational education Goal structure Classroom structure Mastery goal Self-efficacy Practical relevance |
| url | http://link.springer.com/article/10.1186/s40461-019-0084-0 |
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