The Relationships Between Mathematical Classroom Goals Structure, Motivational Beliefs And Math Performance In Junior High School Students

Based on an expectancy-value model proposed and developed by Eccles et al., this study investigates the relations among perceptions of mathematical classroom goal structure, achievement expectancy, task value and math performance. Expectancy-value scale and classroom goal structure scale, specific to the math domain, were given to 564 junior high school students.The study results indicated that:1.Boys have more positive math ability-expectancy beliefs and interest than do girls.2.Second-year students'utility-importance was significantly higher than third-year students; First and third-year students'cost was significantly higher than second-year students.3.Mastery classroom goal structure was related positively to ability-expectancy beliefs, utility-importance and interest, whereas it was related negatively to cost; Performance-approach classroom goal structure was related positively to utility-importance; Performance-avoidance classroom goal structure was related positively to cost. Mastery classroom goal structure positively predicted ability-expectancy beliefs and utility-importance.4.Performance was related positively to ability-expectancy beliefs, utility-impormance and interest, whereas it was related negatively to cost. Ability-expectancy positively predicted performance and cost negatively predicted performance.5.Perceptions of mathematical classroom goal structure was related positively to math performance.6.Mastery classroom goal structure influence learning performance through ability-expectancy beliefs. Ability-expectancy beliefs played a completely mediating role between mastery classroom goal structure and performance.