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Related Experiment Videos

Classroom goal structure and student disruptive behaviour.

Avi Kaplan1, Margaret Gheen, Carol Midgley

  • 1Department of Education, Ben Gurion University of the Negev, Israel. akaplan@bgumail.bgu.ac.il

The British Journal of Educational Psychology
|May 25, 2002
PubMed
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Classroom goal structures influence student behavior. A mastery goal structure reduces disruptive behavior, while a performance-approach structure increases it, offering insights for classroom management.

Area of Science:

  • Educational Psychology
  • Classroom Management
  • Student Behavior

Background:

  • Achievement goal theory links classroom goal structures (mastery vs. performance) to student learning and behavior.
  • This theory provides a framework for addressing disruptive student behavior holistically.

Purpose of the Study:

  • To investigate the relationship between classroom goal structures and the occurrence of disruptive behavior.
  • To examine how individual student goals and perceptions of classroom goals relate to disruptive actions.

Main Methods:

  • Survey data collected from 388 ninth-grade students across 60 diverse high school classrooms.
  • Hierarchical linear modeling (HLM) used to analyze student-level and classroom-level data on goals and disruptive behavior.
  • Student and teacher surveys assessed perceived classroom goal structures, personal achievement goals, and disruptive behavior in math classes.

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Main Results:

  • At the student level, male gender and lower academic achievement correlated with increased disruptive behavior.
  • Personal mastery goals were associated with less disruptive behavior, while performance-approach and performance-avoidance goals were linked to more disruptive behavior.
  • Classroom-level analysis revealed that perceived mastery goal structures reduced disruptive behavior, whereas performance-approach structures increased it.

Conclusions:

  • Classroom goal structures significantly impact student disruptive behavior.
  • Promoting mastery goals and de-emphasizing performance-approach goals may be effective strategies for reducing classroom disruptions.
  • Findings support the application of achievement goal theory in developing interventions for student behavior.