Perceived Peer and Teacher Goals: Relationships with Students’ Academic Achievement Goals

Hemi, Alla; Madjar, Nir; Rich, Yisrael

doi:10.1080/00220973.2021.1906199

Cited by 17 publications

(17 citation statements)

References 65 publications

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“…The finding of the significant impact of close friends' aspirations on students' aspirationexpectation discrepancies was consistent with those of some previous studies, which indicates that peer groups play an important role in adolescents' educational goals [65,66]. Youth tend to mirror their close friends' decisions concerning future educational trajectories, especially for those who are uncertain of their own pathways [65].…”

Section: Discussionsupporting

confidence: 90%

Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health, and Academic Outcomes

Chen

Hesketh

2021

IJERPH

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Educational aspirations and expectations of adolescents have implications for educational and psychological outcomes. This study aimed to determine factors associated with educational aspiration–expectation discrepancies and to examine the associations between the discrepancies and psychological and academic outcomes in rural left-behind children and non-left-behind children aged 14–16 in mainland China. Cross-sectional data from a self-report survey were collected in 2020 among 606 rural students (mean age = 14.85 years) in two public middle schools in Songzi county, Hubei Province. Participants filled in questionnaires measuring their socio-demographic information, educational aspirations and expectations, academic performance, parental and friends’ aspirations, academic self-perception, academic self-regulation, depression, and self-esteem. Results showed that more than half of the participants reported that they felt they were not likely to attain the level of education to which they aspired. Parental migration, academic performance, mother’s educational aspirations for children, and close friends’ educational aspirations were the main factors associated with students’ educational aspiration–expectation discrepancies. Both left-behind children and non-left-behind children whose aspirations exceed expectations were more likely to report lower self-esteem, higher depression, lower academic self-perception, and poorer self-regulation than those without a discrepancy. These findings have implications for families, schools, and policymakers through informing the development of interventions that target positive development in rural youth.

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Section: Discussionsupporting

confidence: 90%

Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health, and Academic Outcomes

Chen

Hesketh

2021

IJERPH

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“…In this study, we found significant gender differences for masteryavoidance goal orientation, peer interaction, and learning anxiety (i.e., girls had slightly stronger mastery-avoidance goals, learning anxiety, and intimate relationships in peer interactions than their male counterparts, and lower social anxiety and common activity in peer interactions). Achievement goal results were partially consistent with some studies (Cecchini-Estrada et al, 2011;Lochbaum et al, 2019) and partially inconsistent with other previous findings (Meece et al, 2006b;Bahar et al, 2018;Guan et al, 2023;Hemi et al, 2023). Gender differences in learning anxiety were consistent with some previous research (Hill and Sarason, 1975;Maccoby and Jacklin, 1998;Ho et al, 2000), whereas other studies indicated there were no or fewer gender differences (Elsequest et al, 2010;Olmez and Ozel, 2012;Goetz et al, 2013).…”

Section: Characteristics Of Achievement Goal Approach Peer Interactio...supporting

confidence: 66%

“…Nevertheless, a range of previous studies explored the relationship between gender and learning anxiety and tended to provide evidence that girls suffered more from anxiety (e.g., specifically math anxiety) in the academic context (Yüksel-Sahin, 2008;Devine et al, 2012Devine et al, ). 10.3389/fpsyg.2023 Some studies report significant gender differences favoring female students except for performance goal orientation (Meece et al, 2006b;Hemi et al, 2023), while other studies report nonsignificant findings (Greene et al, 2002;Sahin et al, 2016;Guan et al, 2023). A possible explanation is that mastery-avoidance goals require gaining some level of expertise or skills that one would wish to maintain, and unlike male students, female students' motivation to succeed may be more directed toward developing competence than toward intentions to outperform others or hiding their incompetence (Duchesne et al, 2014).…”

Section: Characteristics Of Achievement Goal Approach Peer Interactio...mentioning

confidence: 99%

The impact of adolescent achievement goal orientation on learning anxiety: The mediation effect of peer interaction

et al. 2023

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Learning anxiety is one of the most critical emotional disturbances, which also has a high incidence rate in adolescents. Peer interaction is critical and unique for adolescents. Although previous studies have found that achievement goal orientation has an important role in the development of learning anxiety, its mechanism has not been clarified. This study surveyed 470 adolescents (191 middle school students and 279 high school students; 211 boys) and established a structural equation model to explore the mediating role of peer interaction in the influence of achievement goal orientation on learning anxiety. Results showed that (1) there were significant gender differences in mastery-avoidance goal orientation, peer interaction, and learning anxiety, and there were grade differences in performance-approach goal and performance-avoidance goal orientations; (2) mastery-approach, mastery-avoidance, and performance-avoidance goal orientations directly predicted learning anxiety; and (3) social anxiety in peer interactions had a mediating effect on the influence of mastery-approach, mastery-avoidance, and performance-avoidance goal orientations on learning anxiety. The findings extend theoretical considerations by teasing out the process of peer interaction affecting the relationship between achievement goal orientation and learning anxiety. Additionally, the results have practical implications for the effective use of peer interaction to reduce learning anxiety.

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“…Finally, projective with 12 items as the last component targets teachers' shortterm and long-term goals. Hemi et al (2021) suggested that academic goal attainment is closely related to teachers' goal perception. Moreover, they found that perceived peer goals act as a mediator between perceived teacher goals and learners' achievement.…”

Section: Discussionmentioning

confidence: 99%

Development and validation of a potential assessment inventory for assessing EFL teachers’ ecological agency

2022

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Teacher agency as an influential factor in teacher professionalism has recently gained global inquiry in the EFL context. However, no valid instrument has ever been designed to evaluate EFL teachers’ ecological agency. This gap prompted the researchers of the current study to develop and validate a questionnaire to assess EFL teachers’ ecological agency. In the first phase, a comprehensive review of the literature and semi-structured interviews were conducted to determine the underlying components of the teacher ecological (TEA) questionnaire based on Priestley et al.’s (Flip the System 134–148, 2015) ecological agency model. In the second phase, the newly developed TEA questionnaire including 40 items was subjected to reliability and validity issues. Therefore, it was piloted with 222 Iranian EFL teachers selected through non-probability convenience sampling. The Cronbach alpha results confirmed an acceptable reliability index (.858). The results of factor analysis revealed that the number of items was reduced to 37 and indicated that the data on teacher ecological agency loaded on 3 components: iterational (9 items), practical-evaluative (14 items), and projective (10 items). In addition, the structural equation modeling (SEM) results confirmed that the model enjoyed sound psychometric properties. The upshots of the current study have undoubtedly significant implications for teacher educators and teaching practitioners.

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Perceived Peer and Teacher Goals: Relationships with Students’ Academic Achievement Goals

Cited by 17 publications

References 65 publications

Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health, and Academic Outcomes

Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health, and Academic Outcomes

The impact of adolescent achievement goal orientation on learning anxiety: The mediation effect of peer interaction

Development and validation of a potential assessment inventory for assessing EFL teachers’ ecological agency

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