A Follow-up Study On The Impact Of Classroom Goal Structure On Academic Self-efficacy: The Mediating Role Of Achievement Goals

Aims to explore the relations of classroom goal structures and achievement goals to students' academic self-efficacy,a short-term longitudinal study was designed.A total of 470 elementary school students(Grade 4-6,10.82 ± 1.09 years old)and 247 secondary school students(Grade 7 and Grade 9,13.36 ±1.12 years old)were investigated at Time 1,and the test included perceived classroom goal structures,students' achievement goals and academic self-efficacy.One semester later(Time 2),all research variables of grade 5 and grade 8 students(grade 4 and grade 7 students,respectively at Time 1)were collected.The main findings were as follows:(1)Compared to Time 1,the tracked elementary school students' perceived classroom performance goal structure,mastery-avoidance goal,performance-approach goal and performance-avoidance goal significantly increased;the tracked secondary school students appeared different tendency,their classroom mastery goal structure,mastery-approach goal and performanc-approach significantly descended.(2)At Time one,both classroom mastery and performance goal structure significantly positively predicted elementary school students' academic self-efficacy;however,only classroom mastery classroom goal structure positively predicted secondary school students' academic self-efficacy significantly;mastery-approach,mastery-avoidance and performance-approach goal partially mediated the positive prediction of elementary school students' academic self-efficacy from classroom mastery goal structure;performance-approach goal fully mediated the positive prediction of secondary school students' academic self-efficacy from classroom mastery goal structure.(3)Longitudinally,classroom mastery goal structure significantly positively predicted both elementary and secondary school students' future academic self-efficacy;mastery-approach goal fully mediated the positive prediction of elementary school students' academic self-efficacy;performance-approach goal fully mediated the positive prediction of secondary school students' academic self-efficacy from classroom mastery goal structure.