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

Authors :
Fabrizio Butera
Céline Darnon
Emanuele Meier
Annique Smeding
Benoît Dompnier
Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])
Laboratoire Inter-universitaire de Psychologie : Personnalité, Cognition, Changement Social (LIP-PC2S)
Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])-Université Grenoble Alpes (UGA)
University of Lausanne (UNIL)
University of Applied Sciences and Arts of Southern Switzerland
Laboratoire de Psychologie Sociale et Cognitive (LAPSCO)
Centre National de la Recherche Scientifique (CNRS)-Université Clermont Auvergne (UCA)
Université de Lausanne = University of Lausanne (UNIL)
Scuola universitaria professionale della Svizzera italiana = University of Applied Sciences and Arts of Southern Switzerland [Manno] (SUPSI)
Source :
British Journal of Educational Psychology, British Journal of Educational Psychology, Wiley, 2021, ⟨10.1111/bjep.12453⟩, British Journal of Educational Psychology, 2022, 92 (2), pp.e12453. ⟨10.1111/bjep.12453⟩
Publication Year :
2021
Publisher :
HAL CCSD, 2021.

Abstract

International audience; BackgroundA 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.AimsThis 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.SampleThe study was conducted on a sample of 436 primary school students, from 3rd to 6th grade.MethodsStudents 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.ResultsResults 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.ConclusionsIt 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.

Details

Language :
English
ISSN :
00070998
Database :
OpenAIRE
Journal :
British Journal of Educational Psychology, British Journal of Educational Psychology, Wiley, 2021, ⟨10.1111/bjep.12453⟩, British Journal of Educational Psychology, 2022, 92 (2), pp.e12453. ⟨10.1111/bjep.12453⟩
Accession number :
edsair.doi.dedup.....4e0a4879a3d0fd861a3141ea1b496298
Full Text :
https://doi.org/10.1111/bjep.12453⟩