Achievement or agreement – Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures

This study therefore investigated the temporal ordering of achievement and consensus. Consensus was assessed within the framework of classroom goal structures, and thus, for the three dimensions of task, autonomy, and recognition/evaluation. A total of 490 secondary school students (49.6% female, 31 classes) participated in the study. Results from multilevel cross-lagged panel models revealed no effect in either direction for task, but showed that higher class-average achievement at the first measurement wave positively predicted consensus on autonomy and recognition/evaluation at the second wave. The findings for autonomy and recognition/evaluation highlight the impact of achievement on consensus and raise opportunities for future research.
Source: Learning and Instruction - Category: Psychiatry & Psychology Source Type: research