Journal of Education and Psychology

Abstract

The increasing researches on the association between classroom goal structure and learning behavior pattern, but little is known about the effects of changes in the perceived classroom goal structure. The comparisons of the students who perceive an increase, decrease, or no change in the goal structure during two semesters are examined. By MANOVA and ANCOVA, the conclusions in this research are as follows: (A) The students pursued mastery goal come into mastery context demonstrate the adaptive learning behavior pattern; and the students pursued performance goal come into performance context demonstrate the maladaptive learning behavior pattern. The result supports the buffer hypothesis. But it is not the case at test anxiety, the students pursued mastery goal come into performance context demonstrate more downward comparison than the students pursued performance goal come into mastery context. (B) The students who perceived the increase of mastery goal structure, perceive higher math competence, and use more self-regulation strategy while learning math. The students who perceived the increase of performance goal structure have the strongest test anxiety than the other two groups. It means that to foster the mastery goal structure or reduce performance goal structure will associate to the adaptive learning behavior pattern. The nature of achievement goal and the implication are discussed.

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