Classroom goal structure and student disruptive behaviour

Kaplan, Avi; Gheen, Margaret; Midgley, Carol

doi:10.1348/000709902158847

Cited by 340Education, Achievement, and GiftednessBehavioral and Psychological StudiesMotivation and Self-Concept in Sports

Classroom goal structure and student disruptive behaviour

Kaplan, Avi, Gheen, Margaret, Midgley, Carol·2002·British Journal of Educational Psychology

DOI 10.1348/000709902158847

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Abstract

Background Achievement goal theory suggests that the emphasis on mastery and performance goals in the classroom (the classroom goal structure) is related to students' patterns of learning and behaviour. This theory can offer a preventative holistic approach for dealing with students' disruptive behaviour. Aims The present study investigates whether the goal structure in the classroom is related to the incidence of disruptive behaviour. Sample and methods A total of 388 ninth-grade students from 60 classrooms in five ethnically diverse high schools responded to surveys asking about the perceived goal structures, their personal achievement goals, and their involvement in disruptive behaviour in their maths classroom. Their maths teachers responded to surveys asking about their goal-related approaches to instruction. Results Using hierarchical linear modelling (HLM), at the student level, being male and having lower achievement was related to reports of disruptive behaviour. In addition, personal mastery goals were related to lower reports of disruptive behaviour and personal performance-approach and performance-avoidance goals were related to higher reports of disruptive behaviour. Disruptive behaviour also varied significantly between classrooms. Aggregated student perceptions of a mastery goal structure were related to a lower incidence, and aggregated student perceptions of a performance-approach goal structure were related to a higher incidence of disruptive behaviour. Conc…

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In the context of negative perceptions, students find it harder to engage, become more easily frustrated, develop lower self-concepts and expectations, and lag academically.
“In the context of negative perceptions, students find it harder to engage, become more easily frustrated, develop lower self-concepts and expectations, and lag academically (Kaplan, Gheen, & Midgley, 2002;Osher & Kendziora, 2010).”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Kaplan, Gheen, & Midgley, 2002

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Authors: Kaplan, A., Gheen, M., & Midgley, C.
Affiliations: Ben-Gurion University of the Negev (IL)
University of Michigan (US)
Corresponding author: Kaplan, Avi
ORCID: Kaplan, Avi
Venue: British Journal of Educational Psychology
Publisher: Wiley
Published: 2002-06
Volume: 72
Issue: 2
Pages: 191-211
ISSN: 0007-0998 (ISSN-L)
2044-8279
DOI: 10.1348/000709902158847
OpenAlex: W2033645599
Cited by: 340
References: 0
Citations by year: 2026: 2 · 2025: 9 · 2024: 7 · 2023: 12 · 2022: 17 · 2021: 14 · 2020: 13 · 2019: 11 · 2018: 24 · 2017: 14 · 2016: 22 · 2015: 27 · 2014: 15 · 2013: 27 · 2012: 25
FWCI: 12.41
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor, 3120 d)
Locations: British Journal of Educational Psychology (publishedVersion)
PubMed (publishedVersion)
Funders: William T. Grant Foundation
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords: achievement goal theory, classroom goal structure, mastery goals, performance-approach goals, performance-avoidance goals, ninth grade students, mathematics classroom, gender differences, academic performance
MeSH terms: Adolescent, Educational Status, Female, Goals, Humans, Internal-External Control, Male, Motivation, Students, Attention Deficit and Disruptive Behavior Disorders

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Classroom goal structure and student disruptive behaviour

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