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

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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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Metadata

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 › Developmental and Educational 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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