Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools: A Meta-Analysis and Narrative Review

Review of Educational Research

Volumn 82, Issue 4, 2012, Pages 396-435

  Givens Rolland, Rebecca ^a  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

Author keywords

classroom goal structures; student achievement; student motivation; teacher support

Indexed keywords

EID: 84869796623     PISSN: 00346543     EISSN: None     Source Type: Journal    
DOI: 10.3102/0034654312464909     Document Type: Review

References (129)

1. Alkharusi H.Literature review on achievement goals and classroom goal structure: Implications for future research.Electronic Journal of Research in Educational Psychology. 2010;8:1363-1386.
2. Ames C.Student perceptions in the classroom. Schunk D. H.Meece J. L., ed. Hillside, NJ: Erlbaum; 1992:327-348.
3. *Anderman E. M.,Cupp P. K.,Lane D.Impulsivity and academic cheating.Journal of Experimental Education. 2009;78:135-150.
4. *Anderman E. M.,Griesinger T.,Westerfield G.Motivation and cheating during early adolescence.Journal of Educational Psycholog. 1998;90:84-93.
5. * Anderman E. M.,Midgley C.Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools.Contemporary Educational Psychology. 1997;22:269-298.
6. *Anderman E. M.,Midgley C.Changes in self-reported academic cheating across the transition from middle school to high school.Contemporary Educational Psychology. 2004;29:499-517.
7. *Anderman E. M.,Young A. J.Motivation and strategy use in science: Individual differences and classroom effects.Journal of Research in Science Teaching. 1994;31:811-831.
8. *Anderman L. H.Classroom goal orientation, school belonging and social goals as predictors of students' positive and negative affect following the transition to middle school.Journal of Research & Development in Education. 1999;32 (2): 89-103.
9. *Anderman L. H.Academic and social perceptions as predictors of change in middle school students' sense of school belonging.Journal of Experimental Education. 2003;72:5-22.
10. *Anderman L. H.,Anderman E. M.Social predictors of changes in students' achievement goal orientations.Contemporary Educational Psychology. 1999;24:21-37.
11. Balfanz R.,Herzog L.,Mac Iver D. J.Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions.Educational Psychologist. 2007;42:223-235.
12. Bernardo A. I.,Ismail R.Social perceptions of achieving students and achievement goals of students in Malaysia and the Philippines.Social Psychology of Education. 2010;13:385-407.
13. Boyle J. M.Comparisons of student and teacher perceptions relative to classroom climate and cognitive learning at two secondary schools. 1994;:.
14. Bronfenbrenner U.,Morris P. A.Handbook of child psychology: Volume 1: Theoretical models of human development. 1998). The ecology of developmental processes. In DamonW.LernerR. M. (Eds.), Handbook of child psychology: Volume 1: Theoretical models of human development (5th ed., pp. 993-1028). Hoboken, NJ: John Wiley & Sons.Damon W.Lerner R. M., ed. Hoboken, NJ: John Wiley & Sons; 1998:993-1028.
15. Bronfenbrenner U.,Morris P. A.Handbook of child psychology: Volume 1, Theoretical models of human development. 2006). The bioecological model of human development. In LernerR. M.DamonW. (Eds.), Handbook of child psychology: Volume 1, Theoretical models of human development (6th ed., pp. 793-828). Hoboken, NJ: John Wiley & Sons.Lerner R. M.Damon W., ed. Hoboken, NJ: John Wiley & Sons; 2006:793-828.
16. *Burton L. D.,Kijai J.,Sargeant M. A.The relationship between students' perceptions of the teaching and learning process and academic performance in science of seventh and eighth graders enrolled in Seventh-Day Adventist schools.Journal of Research on Christian Education. 2005;14:177-212.
17. *Byer J. L.Measuring the effects of students' perceptions of classroom social climate on academic self-concept. Paper presented at the annual meeting of the Louisiana Education Research Association; New Orleans, LA.
18. Chen C.,Stevenson H. W.Motivation and mathematics achievement: A comparative study of Asian-American, Caucasian-American, and East Asian high school students.Child Development. 1995;66:1215-1234.
19. Cheung M. W. L.,Chan W.Meta-analytic structural equation modeling: A two-stage approach.Psychological Methods. 2005;10:40-64.
20. Ciani K. D.,Middleton M. J.,Summers J. J.,Sheldon K. M.Buffering against performance classroom goal structures: The importance of autonomy support and classroom community.Contemporary Educational Psychology. 2010;35:88-99.
21. Connor C.Memorandum on the observation of instruction. Presented at the AERA-FCD Research Conference: Observations Methods, Classroom Teaching, and Student Outcomes; Washington, DC;.
22. Cook P.,MacCoun R.,Muschkin C.,Vigdor J.The negative impacts of starting middle school in sixth grade.Journal of Policy Analysis and Management. 2008;27:104-121.
23. Cooper H.Research synthesis and meta-analysis: A step-by-step approach. 2009). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Thousand Oaks, CA: Sage.Thousand Oaks, CA: Sage; 2009:.
24. Cooper H.,Robinson J. C.,Patall E. A.Does homework improve academic achievement? A synthesis of research, 1987-2003.Review of Educational Research. 2006;76:1-62.
25. Davis H. A.Exploring the contexts of relationship quality between middle school students and teachers.Elementary School Journal. 2006;106:193-223.
26. De Wit D. J.,Karioja K.,Rye B. J.,Shain M.Perceptions of declining classmate and teacher support following the transition to high school: Potential correlates of increasing student mental health difficulties.Psychology in the Schools. 2011;48:556-572.
27. Durlak J. A.,Weissberg R. P.,Dymnicki A. B.,Taylor R. D.,Schellinger K. B.The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions.Child Development. 2011;82:405-432.
28. Eccles J. S.,Adler T. F.,Futterman R.,Goff S. B.,Kaczala C. M.,Meece J. L.,Midgley C.Achievement and achievement motivation. Spence J. T., ed. San Francisco, CA: W. H. Freeman; 1983:75-146.
29. Eccles J.,Wigfield A.,Midgley C.Negative effects of traditional middle schools on students' motivation.Elementary School Journal. 1993;93:553-574.
30. *Edelin K. C.An achievement goals perspective on the educational trajectories of early adolescents: The role of race and contexts. 1998;:.
31. Elliot A. J.,Moller A. C.Performance-approach goals: Good or bad forms of regulation?.International Journal of Educational Research. 2003;39:339-356.
32. Fast L. A.,Lewis J. L.,Bryant M. J.,Bocian K. A.,Cardullo R. A.,Rettig M.,Hammond K. A.Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?.Journal of Educational Psychology. 2010;102:729-740.
33. Fraser B.Classroom environment instruments: Development, validity and applications.Learning Environments Research. 1998;1:7-34.
34. Fraser B.,Anderson G.,Walberg H.Assessment of learning environments: Manual for Learning Environment Inventory (LEI) and My Class Inventory (MCI) (Third version). Perth, Australia: Western Australian Institute of Technology; 1982:.
35. *Fraser B. J.,Kahle J. B.Classroom, home and peer environment influences on student outcomes in science and mathematics: An analysis of systemic reform data.International Journal of Science Education. 2007;29:1891-1909.
36. Educational environments: Evaluation, antecedents, and consequences. Fraser B.Walberg H, ed. New York, NY: Pergamon; 1991:.
37. *Freeman T. M.,Anderman L. H.Changes in mastery goals in urban and rural middle school students.Journal of Research in Rural Education. 2005;20 (1): 1-12.
38. Galvan A.,Spatzier A.,Juvonen J.Perceived norms and social values to capture school culture in elementary and middle school.Journal of Applied Developmental Psychology. 2011;32:346-353.
39. *Gentry M.,Springer P. M.Secondary student perceptions of their class activities regarding meaningfulness, challenge, choice, and appeal: An initial validation study.Journal of Secondary Gifted Education. 2002;13:192-204.
40. Goodenow C.Strengthening the links between educational psychology and the study of social contexts.Educational Psychologist. 1992;27:177-196.
41. *Goodenow C.Classroom belonging among early adolescent students: Relationships to motivation and achievement.Journal of Early Adolescence. 1993;13:21-43.
42. Greene B.,Miller R.Influences on achievement: Goals, perceived ability, and cognitive engagement.Contemporary Educational Psychology. 1996;21:181-192.
43. *Greene B.,Miller R.,Crowson M.,Duke B.,Akey K.Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation.Contemporary Educational Psychology. 2004;29:462-482.
44. Gregory A.,Weinstein R. S.Connection and regulation at home and in school: Predicting growth in achievement for adolescents.Journal of Adolescent Research. 2004;19:405-427.
45. *Gutman L. M.How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition.Contemporary Educational Psychology. 2006;31:44-63.
46. Haertel G.,Walberg H.,Haertel E.Socio-psychological environments and learning: A quantitative synthesis.British Educational Research Journal. 1981;7:27-36.
47. Hamre B. K.,Pianta R. C.Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?.Child Development. 2005;76:949-967.
48. *Hardre P. L.,Crowson H. M.,Debacker T. K.Predicting the academic motivation of rural high school students.Journal of Experimental Education. 2007;75:247-269.
49. *Hardre P. L.,Sullivan D. W.Student differences and environment perceptions: How they contribute to student motivation in rural high schools.Learning and Individual Differences. 2008;18:471-485.
50. Hau K. T.,Ho I. T.Editorial: Insights from research on Asian students' achievement motivation.International Journal of Psychology. 2008;43:865-869.
51. Henry D. B.,Farrell A. D.,Schoeny M. E.,Tolan P. H.,Dymnicki A. B.Influence of school-level variables on aggression and associated attitudes of middle school students.Journal of School Psychology. 2011;49:481-503.
52. Hill N.,Tyson D.Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement.Developmental Psychology. 2009;45:740-763.
53. *Hudley C.Urban minority adolescents' perceptions of classroom climate. Paper presented at the annual meeting of the American Educational Research Association; San Diego, CA;.
54. Jagacinski C. M.,Duda J. L.A comparative analysis of contemporary achievement goal orientation measures.Educational and Psychological Measurement. 2001;61:1013-1039.
55. Jennings P. A.,Greenberg M. T.The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes.Review of Educational Research. 2009;79:491-525.
56. Juvonen J.,Le V. N.,Kaganoff T.,Augustine C.,Constant L.Focus on the wonder years: Challenges facing the American middle school. Santa Monica, CA: RAND Corporation; 2004:.
57. *Kaplan A.,Gheen M.,Midgley C.Classroom goal structure and student disruptive behaviour.British Journal of Educational Psychology. 2002;72:191-211.
58. *Kaplan A.,Midgley C.The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies.Learning and Individual Differences. 1999;11:187-212.
59. Karabenick S. A.,Knapp J. R.Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behavior in college students.Journal of Educational Psychology. 1991;83:221-230.
60. *Kim J.An integrative cultural view of achievement motivation in learning math: Parental and classroom predictors of goal orientation of children with different cultural and ethnic backgrounds. 2009;:.
61. *Kumar R.Students' experiences of home-school dissonance: The role of school academic culture and perceptions of classroom goal structures.Contemporary Educational Psychology. 2006;31:253-279.
62. *Lawrenz F.,Huffman D.,Robey J.Relationships among student, teacher and observer perceptions of science classrooms and student achievement.International Journal of Science Education. 2003;25:409-420.
63. Lau S.,Nie Y.Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions.Journal of Educational Psychology. 2008;100:15-29.
64. Leff S. S.,Thomas D. E.,Shapiro E. S.,Paskewich B.,Wilson K.,Necowitz-Hoffman B.,Jawad A. F.Developing and validating a new classroom climate observation assessment tool.Journal of School Violence. 2011;10:165-184.
65. Loukas A.,Murphy J. L.Middle school student perceptions of school climate: Examining protective functions on subsequent adjustment problems.Journal of School Psychology. 2007;45:293-309.
66. *Lunenburg F. C.,Sartori M. A.,Bauske T.Classroom climate, teacher control behavior, and student self-control: Urban public and military high schools compared. Paper presented at the annual meeting of the National Council of Professors of Educational Administration; Jackson Hole, WY;.
67. Martin A. J.,Dowson M.Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice.Review of Educational Research. 2009;79:327-365.
68. *Matsumura L. C.,Slater S. C.,Crosson A.Classroom climate, rigorous instruction and curriculum, and students' interactions in urban middle schools.Elementary School Journal. 2008;108:293-312.
69. McCollum E. C.,Yoder N. P.School culture, teacher regard, and academic aspirations among middle school students.Middle Grades Research Journal. 2011;6 (2): 65-74.
70. Meece J. L.,Anderman E. M.,Anderman L. H.Classroom goal structure, student motivation, and academic achievement.Annual Review of Psychology. 2006;57:487-503.
71. *Middleton M. J.,Midgley C.Beyond motivation: Middle school students' perceptions of press for understanding in math.Contemporary Educational Psychology. 2002;27:373-391.
72. Midgley C.,Edelin K.Middle school reform and early adolescent well-being: The good news and the bad.Educational Psychologist. 1998;33:195-206.
73. Midgley C.,Feldlaufer H.,Eccles J. S.Student-teacher relations and attitudes toward mathematics before and after the transition to junior high school.Child Development. 1989;60:981-992.
74. Midgley C.,Maehr M. L.,Hruda L. Z.,Anderman E.,Anderman L.,Freeman K. E. Urdan T.Manual for the Patterns of Adaptive Learning Scales. Ann Arbor, MI: University of Michigan; 2000:.
75. *Midgley C.,Urdan T.Academic self-handicapping and achievement goals: A further examination.Contemporary Educational Psychology. 2001;26:61-75.
76. *Miller A. D.,Murdock T. B.Modeling latent true scores to determine the utility of aggregate student perceptions as classroom indicators in HLM: The case of classroom goal structures.Contemporary Educational Psychology. 2007;32:83-104.
77. Moos R. H.,Trickett E. J.Classroom Environment Scale manual. Palo Alto, CA: Consulting Psychologists Press; 1974:.
78. *Mucherah W. M.Dimensions of classroom climate in social studies classrooms where technology is available. 1999;:.
79. Murayama K.,Elliot A.The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.Journal of Educational Psychology. 2009;101:432-437.
80. Murayama K.,Elliot A. J.,Yamagata S.Separation of performance-approach and performance-avoidance achievement goals: A broader analysis.Journal of Educational Psychology. 2011;103:238-256.
81. *Murdock T. B.,Hale N. M.,Weber M. J.Predictors of cheating among early adolescents: Academic and social motivations.Contemporary Educational Psychology. 2001;26:96-115.
82. *Murdock T. B.,Miller A.,Kohlhardt J.Effects of classroom context variables on high school students' judgments of the acceptability and likelihood of cheating.Journal of Educational Psychology. 2004;96:765-777.
83. *Nelson R. M.,DeBacker T. K.Achievement motivation in adolescents: The role of peer climate and best friends.Journal of Experimental Education. 2008;76:170-189.
84. Newman R. S.Children's help-seeking in the classroom: The role of motivational factors and attitudes.Journal of Educational Psychology. 1990;82:71-80.
85. Newman R. S.,Goldin L.Children's reluctance to seek help with schoolwork.Journal of Educational Psychology. 1990;82:92-100.
86. No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425 (2002).
87. *Nolen S.Learning environment, motivation, and achievement in high school science.Journal of Research in Science Teaching. 2003;40:347-368.
88. O'Connor E.Teacher-child relationships as dynamic systems.Journal of School Psychology. 2010;48:187-218.
89. Parker A. K.Elementary organizational structures and young adolescents' self-concept and classroom environment perceptions across the transition to middle school.Journal of Research in Childhood Education. 2009;23:325-339.
90. Patrick H.,Anderman L. H.,Ryan A. M.,Edelin K. C.,Midgley C.Teacher's communication of goal orientations in four fifth grade classrooms.Elementary School Journal. 2001;102:35-58.
91. Pianta R. C.,Hamre B. K.,Hayes N.,Mintz S.,LaParo K. M.Classroom Assessment Scoring System-Secondary (CLASS-S). Charlottesville, VA: University of Virginia; 2008:.
92. Pierro A.,Presaghi F.,Higgins T. E.,Kruglanski A. W.Regulatory mode preferences for autonomy supporting versus controlling instructional styles.British Journal of Educational Psychology. 2009;79:599-615.
93. Pintrich P. R.Multiple goals, multiple pathways: The role of goal orientation in learning and achievement.Journal of Educational Psychology. 2000;92:544-555.
94. *Pintrich P. R.,Roeser R. W.,De Groot A. M.Classroom and individual differences in early adolescents' motivation and self-regulated learning.Journal of Early Adolescence. 1994;14:139-161.
95. Pollack J. M.,Rock D. A.,Weiss M. J.,Atkins-Burnett S.,Tourangeau K.,West J.,Hausken E.G.Early childhood longitudinal study, kindergarten class of 1998-99 (ECLS-K): Psychometric report for the third grade. Rockville, MD: National Center for Education Statistics; 2005:.
96. Putwain D. W.,Symes W.Teachers' use of fear appeals in the mathematics classroom: Worrying or motivating students?.British Journal of Educational Psychology. 2011;81:456-474.
97. Rawsthorne L. J.,Elliot A. J.Achievement goals and intrinsic motivation: A meta-analytic review.Personality & Social Psychology Review. 1999;3:326-344.
98. Reddy R.,Rhodes J. E.,Mulhall P.The influence of teacher support on student adjustment in the middle school years: A latent growth curve study.Development and Psychopathology. 2003;15:119-138.
99. *Rita R.,Martin-Dunlop C.Perceptions of the learning environment and associations with cognitive achievement among gifted biology students.Learning Environments Research. 2011;14:25-38.
100. Rowe E. W.,Kim S.,Baker J. A.,Kamphaus R. W.,Horne A. M.Student personal perception of classroom climate: Exploratory and confirmatory factor analyses.Educational & Psychological Measurement. 2010;70:858-879.
101. Rudasill K. M.,Reio T. G.,Stipanovic N.,Taylor J. E.A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence.Journal of School Psychology. 2010;48:389-412.
102. Rueger S. Y.,Demaray M. K.,Malecki C. K.Gender differences in the relationship between perceived social support and student adjustment during early adolescence.School Psychology Quarterly. 2008;23:496-514.
103. *Ryan A. M.,Gheen M. H.,Midgley C.Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure.Journal of Educational Psychology. 1998;90:528-535.
104. *Ryan A. M.,Patrick H.The classroom social environment and changes in adolescents' motivation and engagement during middle school.American Educational Research Journal. 2001;38:437-460.
105. *Ryan A. M.,Pintrich P. R."Should I ask for help?": The role of motivation and attitudes in adolescents' help seeking in math class.Journal of Educational Psychology. 1997;89:329-341.
106. Sakiz G.,Pape S. J.,Hoy A.Does perceived teacher affective support matter for middle school students in mathematics classrooms?.Journal of School Psychology. 2012;50:235-255.
107. Schwinger M.,Stiensmeier-Pelster J.Performance-approach and performance-avoidance classroom goals and the adoption of personal achievement goals.British Journal of Educational Psychology. 2011;81:680-699.
108. *Sidlik L. P.,Piburn M. D.Enablement, alienation, and attitude toward science in middle school classrooms. Paper presented at the annual meeting of the National Association for Research in Science Teaching; Atlanta, GA;.
109. *Suldo S. M.,Friedrich A. A.,White T.,Farmer J.,Minch D.,Michalowski J.Teacher support and adolescents' subjective well-being: A mixed-methods investigation.School Psychology Review. 2009;38:67-85.
110. Sungur S.,Senler B.Students' achievement goals in relation to academic motivation, competence expectancy, and classroom environment perceptions.Educational Research & Evaluation. 2010;16:303-324.
111. Theriot M.,Dupper D.Student discipline problems and the transition from elementary to middle school.Education and Urban Society. 2010;42:205-222.
112. Tseng V.,Seidman E.A systems framework for understanding social settings.American Journal of Community Psychology. 2007;39:217-228.
113. *Turner J. C.,Midgley C.,Meyer D. K.The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study.Journal of Educational Psychology. 2002;94:88-106.
114. Urdan T.Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture.Journal of Educational Psychology. 2004;96:251-264.
115. Urdan T.,Schoenfelder E.Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs.Journal of School Psychology. 2006;44:331-349.
116. van der Meij H.Constraints on question asking in classrooms.Journal of Educational Psychology. 1988;80:401-405.
117. Walker C. O.Student perceptions of classroom achievement goals as predictors of belonging and content instrumentality.Social Psychology of Education. 2012;15:97-107.
118. Wang M.,Eccles J. S.Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school.Child Development. 2012;83:877-895.
119. Wang M.,Selman R. L.,Dishion T. J.,Stormshak E. A.A Tobit regression analysis of the covariation between middle school students' perceived school climate and behavioral problems.Journal of Research on Adolescence. 2010;20:274-286.
120. *Wentzel K. R.Social relationships and motivation in middle school: The role of parents, teachers, and peers.Journal of Educational Psychology. 1998;90:202-209.
121. *Wentzel K. R.Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence.Child Development. 2002;73:287-301.
122. *Wentzel K. R.,Battle A.,Russell S. L.,Looney L. B.Social supports from teachers and peers as predictors of academic and social motivation.Contemporary Educational Psychology. 2010;35:193-202.
123. *Wolters C. A.Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement.Journal of Educational Psychology. 2004;96:236-250.
124. Wolters C. A.,Yu S.,Pintrich P. R.The relation between goal orientation and students' motivational beliefs and self-regulated learning.Learning and Individual Differences. 1996;11:281-299.
125. Woolley M. E.,Strutchens M. E.,Gilbert M. C.,Martin W. G.Mathematics success of Black middle school students: Direct and indirect effects of teacher expectations and reform practices.Negro Educational Review. 2010;61:41-59.
126. Worthen B.,Sanders J.,Fitzpatrick J.Program evaluation: Alternative approaches and practical guidelines. 1997). Program evaluation: Alternative approaches and practical guidelines (2nd ed.). White Plains, NY: Addison Wesley Longman.White Plains, NY: Addison Wesley Longman; 1997:.
127. *Young A. J.I think, therefore I'm motivated: The relations among cognitive strategy use, motivational orientation and classroom perceptions over time.Learning and Individual Differences. 1997;9:249-283.
128. Zins J.,Bloodworth M.,Weissberg R.,Walberg H.Building academic success on social and emotional learning: What does the research say. Zins J.Weissberg R.Wang M.Walberg H. J., ed. New York, NY: Teachers Press, Columbia University; 2004:1-22.
129. Zullig K. J.,Huebner E. S.,Patton J. M.Relationships among school climate domains and school satisfaction.Psychology in the Schools. 2011;48:133-145.