Lisa Bardach, Vera Popper, Elke Hochfellner, Marko Lüftenegger
{"title":"职业院校学生对五个科目的目标结构、掌握目标和自我效能感之间的关系--实践相关性是潜在的中介因素","authors":"Lisa Bardach, Vera Popper, Elke Hochfellner, Marko Lüftenegger","doi":"10.1186/s40461-019-0084-0","DOIUrl":null,"url":null,"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.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":"16 1","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2019-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator\",\"authors\":\"Lisa Bardach, Vera Popper, Elke Hochfellner, Marko Lüftenegger\",\"doi\":\"10.1186/s40461-019-0084-0\",\"DOIUrl\":null,\"url\":null,\"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. 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Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator
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.
期刊介绍:
The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.