Mastery goal structures for a fourth grade science classroom

This study investigates the influence of modeling instruction for a solar engineering design challenge on students´ achievement goal orientations. Two classrooms received five weeks of modeling instruction using whiteboarding strategies. Students´ goal orientations were measured before and after the learning experience using the goal orientation sub scale of the self-report questionnaire, Patterns of Adaptive Learning (PALS). Preliminary analysis revealed that students´ performance approach and avoid goals increased, but saw no improvement in the students´ mastery goals. This study provided insight to the possible ways in which modeling instruction may be enhancing negative performance goals within the context of a high-stakes environment. Discussion highlights the importance of motivational supports for creating a classroom environment that supports mastery learning.