Classroom goal structures: Observations from urban and rural high school classes in China

Abstract

This study reports on the goal structures of one rural and one urban Grade 11 class in China, based on classroom observations and teacher and student interviews. Classroom observations, conducted over a 6‐month period, focused on physical settings and classroom activities. In each class, seven students and the homeroom teacher were interviewed to discern their views about classroom goal structures. Results indicated that although high scores and rankings on tests were admired, students were also encouraged to master knowledge, exert effort, develop good habits, and learn from their errors, reflecting the coexistence of both mastery and performance goals. Comparisons revealed that the rural class had a predominantly examination‐oriented focus whereas the urban class did not place as great importance on examination outcomes. Implications of the findings for research and practices are discussed.

Achievement goal orientations, learning strategies, and mathematics achievement: A comparison of Chinese Miao and Han students

“…Teachers are urged to create mastery-oriented learning environments (Wang & Rao, 2019) to attract students' interests and increase their endorsement of mastery goals by developing meaningful tasks, connecting mathematics knowledge with real-life situations, and encouraging self-discovery in mathematics learning. To optimize strategy use, teachers could introduce specific deep strategies using typical examples and guide students to practice them via a series of well-designed variation tasks (Gu, Huang, & Marton, 2004;Margolis & McCabe, 2006).…”

“…Consistent with Western findings, our results indicate the positive role of mastery goal orientation and deep strategy use in mathematics learning; thus, both Western and Chinese school administrators are advised to organize, with the help of school psychologists and experienced educators, teacher professional development or online workshops to introduce teaching methods that increase students’ mastery goal orientation and use of deep strategies. Teachers are urged to create mastery‐oriented learning environments (Wang & Rao, 2019) to attract students’ interests and increase their endorsement of mastery goals by developing meaningful tasks, connecting mathematics knowledge with real‐life situations, and encouraging self‐discovery in mathematics learning. To optimize strategy use, teachers could introduce specific deep strategies using typical examples and guide students to practice them via a series of well‐designed variation tasks (Gu, Huang, & Marton, 2004; Margolis & McCabe, 2006).…”

The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018

“…Specifically, reading instructional practices, including various learning tasks, mastery‐oriented evaluations and a high degree of autonomy and scaffolding, could promote students' mastery goals and positive outcomes (Meece & Miller, 1999, 2001). The use of ability grouping, extending privileges to students with better grades, using evaluation procedures that encourage students to compare themselves with others, and the uniform assignment of tasks may promote performance goals and negative outcomes (Meece & Miller, 1999, 2001; Wang & Rao, 2019). When students perceive that teachers negatively judge their competence, this perception induces student motivations to avoid goals and negative outcomes (Elliot et al, 2018).…”

Development and Validation of a Dichotomous Classroom Goal Structure Questionnaire Using the TARGET Framework

“…Empirical studies show that MCGS is related to adaptive cognition, emotion, and achievement outcomes, whereas PCGS is associated with maladaptive outcomes (Michou et al, 2013; Wolters, 2004). A combination of MCGS and PCGS can also be transmitted in classrooms (Wang & Rao, 2019). Although some new models have been proposed in recent years (Peng et al, 2018), the dichotomous CGS construct remains the focus in CGS research (Hofverberg & Winberg, 2020; Wang & Rao, 2019).…”

“…A combination of MCGS and PCGS can also be transmitted in classrooms (Wang & Rao, 2019). Although some new models have been proposed in recent years (Peng et al, 2018), the dichotomous CGS construct remains the focus in CGS research (Hofverberg & Winberg, 2020; Wang & Rao, 2019).…”