Students' perceptions of the goal structure in mathematics classrooms: Relations with goal orientations, mathematics anxiety, and help-seeking behavior

30Citations
Citations of this article
76Readers
Mendeley users who have this article in their library.

Abstract

This study explores relations between students' perceptions of the classroom goal structures, their personal goal orientations, mathematics anxiety, and help-seeking behavior in mathematics classes. The respondents were 309 Norwegian middle school students. The data were analyzed by means of structural equation modeling (SEM). The analyses revealed that a mastery goal orientation was associated with lower levels of anxiety and more use of help-seeking behavior whereas performance-avoidance orientation predicted higher levels of anxiety and less use of help-seeking behavior. We found no direct relation between goal structure and mathematics anxiety or help-seeking behavior. However, the perceived goal structure was indirectly related to these variables, mediated through personal goal orientation.

Cite

CITATION STYLE

APA

Federici, R. A., Skaalvik, E. M., & Tangen, T. N. (2015). Students’ perceptions of the goal structure in mathematics classrooms: Relations with goal orientations, mathematics anxiety, and help-seeking behavior. International Education Studies, 8(3), 146–158. https://doi.org/10.5539/ies.v8n3p146

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free