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Article Dans Une Revue British Journal of Educational Psychology Année : 2022

A multilevel account of social value‐related reasons behind mastery goals

Résumé

Background A growing literature focuses on reasons behind achievement goal endorsement, and mastery-approach goals (MG) specifically, and how these reasons influence academic performance. Past research provides evidence that student-level social value-related reasons behind MG moderate the MG-performance link in adolescents and young adults. However, we ignore whether this moderation is best conceived of as a student-level effect (i.e., students’ social value-related reasons), a class-level effect (i.e., influence of class-dependent contextual social value), or both. Aims This research aims at understanding the moderation of the MG-performance link by social value from a multilevel account, which is novel, as the student level has been the default level so far. Sample The study was conducted on a sample of 436 primary school students, from 3rd to 6th grade. Methods Students completed a MG scale adapted to their French classes under different instructions: standard, social desirability (answer to be viewed as likeable by your teacher), social utility (answer to be viewed as successful by your teacher), along with a dictation to measure performance, and socio-demographic measures. Results Results show that the moderation effect of social utility on the MG-dictation performance link is observed at the student level, but that the moderation by social desirability is best accounted for by class-level differences. Conclusions It is important to consider a multilevel framework when examining reasons behind MG reports, including social value-related reasons, both for future research and teachers in the classroom.

Domaines

Psychologie
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Dates et versions

hal-03400761 , version 1 (25-10-2021)

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Annique Smeding, Benoît Dompnier, Emanuele Meier, Céline Darnon, Fabrizio Butera. A multilevel account of social value‐related reasons behind mastery goals. British Journal of Educational Psychology, 2022, 92 (2), pp.e12453. ⟨10.1111/bjep.12453⟩. ⟨hal-03400761⟩
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