Iranian Journal of Learning and Memory

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Peer Review Process

Publication Ethics

Indexing and Abstracting

Journal Metrics

FAQ

News

Related Links

Guide to Registration

Article Writing Guide

Manuscript Template

References Guideline

Forms

List of Reviewers in 2019

List of Reviewers in 2020

List of Reviewers in 2021

List of Reviewers in 2022

Application of Multilevel Structural Equation Modeling in Testing the Effect of Teacher’s and Student’s Goal Orientation and Help-seeking on 7th Grade Students’ Math Performance

Document Type : Original Article

Authors

1 Department of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 Department of Educational Psychology, Alzahra University, Tehran, Iran

3 Department of Educational Psychology, Tehran University, Tehran, Iran

Abstract

The purpose of the present study was to apply the Multilevel Structural Equations Modeling (MSEM) in order to investigate the effect of teachers’ and student’ goal-orientation as well as help-seeking on the 7th grade students’ math performance. For this purpose, 550 seventh grade learners selected by two-stage cluster-sampling method completed Megli et al.’s (2000) Goal-orientation Questionnaire, as well as Rian and Pontrich's (1997) help-seeking Questionnaire. Also, teachers responded to Butler’s (2007) questions about goal-orientation. Data were analyzed using Multilevel Structural Equations Modeling. The results showed that goal-orientation had a significant direct effect on academic performance of individuals and the whole class, and the effect of help-seeking on their academic performance was significant as well. Findings also showed a positive and significant relationship between Mastery Goals and Mathematical Performance, and a negative and significant relationship between the Goals of Tendency toward Performance and Avoidance of Performance with students' Mathematical Performance. Also, considering the teacher's orientation, it was disclosed that there is a direct positive relationship between the Mastery Goal and the Functionalism with the Educational Mastery Functions, and between the Function Escaping Goal and Work Avoidance with Functional Teaching Methods. Moreover, teachers with Mastering Goals had positive perceptions of helping out when needed, and teachers who had Functional Goals concerned with the rote learning of assignments The fit for Multilevel Structural Equations Model evaluated as fair enough and students' Goal-orientation explained 22% of Performance Variance while this amount was 28 % for Teachers’ Goal-orientation.

Keywords

References
  1. Ames, C. (1992). Classrooms: Goals, structure and students’ motivation. Journal of Educational Psychology, 84(3), 261-271.
  2. Baloglu, M., & Kocak, R. (2006). A multivariate investigation of the differences in mathematics anxiety. Personality and Individual Differences, 40(7), 1325-1335.
  3. Bouffard, T. (1998). A developmental study of the relation between combined learning and performance goals and students’ self-regulated learning. British Journal of Educational Psychology, 68, 309-319.
  4. Brophy, J. (Ed.) (1998). Advances in research in teaching. Greenwich, CT: JAI Press.
  5. Butler, R. (1998). Determinants of help-seeking: Relations between perceived reasons for help-avoidance and help-seeking behaviors in an experimental context. Journal of Educational Psychology,90,630-643.
  6. Butler, R. (2006). An achievement goal perspective on student help seeking and teacher help giving in the classroom: Theory, research, and educational implications. In: S. Karabenick and R. Newman (Eds): Help seeking in academic setting: Goals, groups and contexts. Erlbaum.
  7. Butler, R. (2007).Teachers' achievement goal orientations and associations with teachers' help seeking: examination of a novel approach to teacher motive. Journal of Educational Psychology, 99(2), 241-252.
  8. Butler, R., & Newman, O. (1998). Effects of teasel and ego achievement goals on help seeking behaviors and attitudes. Journal of Educational Psychology.
  9. Butler, R., & Shibaz, L. (2009). Achievement goals for teaching as predictors of students perceptions of instructional practices and students help seeking and cheating. Learning and Instruction, 18, 453-67.
  10. Cellar, D.F., Stuhlmacher, A.F., Young, S.K., Fisher, D.M., Adair, C.K., Haynes, S., Twichell, E., Arnold, K.A., Royer, K., Denning, B.L., & Riester, D. (2011). Trait goal orientation, self-regulation, and performance: A meta-analysis. J Bus Psychology, 26(4), 467-83.
  11. Creed, P., Tilbury, C., Busy, N., & Crawford, M. (2011). Cross-legged relationships between career aspirations and goals in early adolescents. J Vocat Behav, 78(1), 92-9.
  12. Decrying, M. (1379). The effect of achievement goals and level of ability on academic achievement and attitude. Master thesis. Faculty of Psychology and Educational Sciences.
  13. Dweck, C.S. (2000). Self-theories: Their role in motivation, personality and development. New York: Psychology Press.
  14. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
  15. Hejazi, A., & Abedini, Y. (1387). Structural model of relationship between approach-functional objectives, academic engagement and academic achievement. Journal of Psychology, 12, 348-332.
  16. Hejazi, A., & Pakdaman, M. (1380). The effect of achievement goals and level of ability on academic achievement and attitude.
  17. Hoy, W. K., & Fedman, J. A. (1987). Organizational health: The concept and measure. Journal of Research and Development in Education, 20, 30–37.
  18. Karabenick, S. A. (2002). Seeking help in large college classes: A person centered approach. Journal Contemporary Educational Psychology, 28, 37-58.
  19. Khormaei, F. (1385). Investigating the causal model of personality traits, motivational orientation and cognitive styles. Doctoral Dissertation. Shiraz University.
  20. Meece, J. L. (1994). The role of motivation in self-regulated learning. In Schunk, D. H. and Zimmerman, B. J. (Eds), Self-regulation of learning and performance. Hillsdale, NJ: Erlbaum.
  21. Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of the act of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89,710–718.
  22. Midgly, C., Kaplan, A., & Middleton, M. (2000). Performance approach goal: good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93 (1), 77-86.
  23. Moravati, Z., Shani Yaylaq, M., Mehrabizadeh Arminand, M., & Kianpour Qahfarhi, F. (1392). The causal relationship between perceived constructive learning environment and math performance with internal mediation of purpose, homework value, attitude toward mathematics and mathematical self-efficacy in high school girl students in Ahvaz. Journal of Psychological Achievements (Educational Sciences and Psychology), 4 (1), 91-122.
  24. Nelson, L., & Gall, S. (1981). Help-seeking: An understudied problem-solving skill in children. Developmental Review, 1, 224-246.
  25. Neuman, R.S. (2000). Children help seeking during problem solving: Effects of grade, goal and prior achievement. American Educational Research Journal, 32, 325-375.
  26. Newman, R. S. (1998). Student’s help-seeking during problem-solving: Influences of personal and contextual achievement goals. Journal of Educational Psychology, 90, 644-658.
  27. Newman, R. S. (1990). Children's help-seeking classroom: the role of motivational factors and attitudes. Journal of Educational Psychology, 82, 71-80.
  28. Nicholls, J. G. (1984). Achievement motivation: A conception of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
  29. Nicholls, J., & Patashnick, M. (1989). Individual difference in academic motivation: perceived ability, goal, beliefs, and values. Learning and Individual Differences, 1, 63-84.
  30. Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26, 366–381.
  31. Patrick, J. K., & Swahield, J. (2005). Help children learn math. Translation by Mehdi Behzad and Zahra Goya (2008). Tehran: Fatemi Publishing.
  32. Pierre, M., & Azimi, M. (1393). The relationship between goal orientation and educational performance. Self-efficacy of teaching among faculty members of Tabriz University of Medical Sciences. Medical Education Development Magazine, 7(16), 50-63.
  33. Rabbani, Z., & Yousefi, F. (1393). The relationship between motivational beliefs and academic achievement by mediating different types of target orientation and self-regulatory learning strategies. Journal of Psychology, 18(3), 247 -262 .
  34. Ross, J. A. (1998). Antecedents and consequences of teacher efficacy. In J. Brophy (Ed.), Advances in research in teaching (Vol. 7, pp. 49–74). Greenwich, CT: JAI Press.
  35. Ryan, A.M., & Pintrich, P.R. (1997). Should I ask for help? The role of motivation and attitudes in adolescents help-seeking in math class. Journal of Educational Psychology, 89 (2), 329- 341.
  36. Ryan, A. M., Pintrich, P., & Midgley, R. (2001). Avoiding Seeking Help in the classroom who and why? Educational Psychology Review, 13(2),93-114.
  37. Saif, A. A. (1392). Modern psychology. Tehran: Davaran.
  38. Tanaka, A., Murakami, Y., Okuno, T., & Yamauchi, H. (2001). Achievement goals, attitudes toward help seeking, and help-seeking behavior in the classroom. Journal Learning and Individual Differences, 13, 23-35.
  39. Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2011). Stability and change achievement goal orientations: A person-centered approach. Contemp Educ Psychology, 36(2), 82-100.
  40. Tuyserkani Rouri, F., Arabzadeh, M., & Kadivar, P. (2012). Relation between Classroom environment, progress goals, and reflective thinking with students' mathematical function. Journal of Psychological Studies, 4(1), 59-52.
  41. Vandewalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57, 995-1015.
  42. Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and students’ achievement gains. Review of Educational Research, 73, 89–122.
  43. Webb, N. M., & Mastergeorge, A. M. (2003). The development of students’ helping behavior in peer- directed small groups. Cognition and Instruction, 21(4), 361-428.

Iranian Journal of Learning and Memory
Volume 1, Issue 4
January 2019
Pages 23-31
Files
Share
How to cite
Statistics