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Item type:Publication, The effect of mastery goal-complexes on mathematics grades and engagement: the case of low-SES Peruvian students(Elsevier, 2021-10-20)Recent research anchored in achievement goal theory suggests mastery goals are more adaptive when endorsed for autonomous rather than controlled reasons. We report on two studies (N = 622) in which we explored whether the combined effects of goals and reasons on academic outcomes were different for a sample of low-SES youth than for other older higher-SES samples in the literature. Participants were low-SES high-school students in Lima, Peru. The results show that autonomous reasons for endorsing mastery goals positively predicted students' collective engagement and mathematics grades above the effect of mastery goals as such. Second, controlled reasons negatively predicted end-of-the year math grades. Finally, mastery goals’ relations with mathematics grades and behavioral engagement were attenuated when endorsed for low autonomous reasons. The findings extend the knowledge on mastery goal-complexes and show they apply to low-SES students. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Internalization of mastery goals: the differential effect of teachers’ autonomy support and control(Frontiers Media S.A., 2021-02-05)Two linked studies explored whether students’ perceptions differentiate between teachers’ autonomy support and control when presenting mastery goals, and the outcomes of these two practices, in terms of students’ internalization of mastery goals and their behavioral engagement. In two phases, Study 1 (N = 317) sought to validate a new instrument assessing students’ perceptions of teachers’ autonomy support and control when presenting mastery goals. Study 2 (N = 1,331) demonstrated that at both within- and between-classroom levels, perceptions of teachers’ autonomy support for mastery goals were related to students’ mastery goals’ endorsement and behavioral engagement. These relations were mediated by students’ autonomous reasons to pursue learning activities. Perceptions of teachers’ control predicted disengagement through controlled reasons for learning, but only at the within-classroom level. This research joins a growing body of work demonstrating that combining achievement goal theory with SDT can further our understanding of the underpinnings of achievement motivation. It suggests that if teachers want their students to endorse mastery goals (and be more engaged), they need to use more autonomy supportive practices and less controlling ones. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion(Elsevier Ltd, 2022-10-01)School leaders adopt a chaotic style when they abdicate their responsibilities by being unavailable, passive, unpredictable and permissive. Surprisingly, this dark side of leaders’ style has been largely ignored in contemporary research. In a sample of 205 teachers, this cross-sectional study revealed that, an autonomy-supportive style positively related to job satisfaction via need satisfaction, while a chaotic style positively related to emotional exhaustion via need frustration. Latent profile analyses revealed four profiles: highly autonomy-supportive (35%), moderate on both styles (41%), moderately chaotic (18%), and highly chaotic (6%). A group that was low on both styles was not found. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Latent profiles of achievement goal-complexes: their relationship with students' behavioral and agentic engagement(Springer Science+Business Media, 2025-01-01)This prospective study used latent profile analysis (LPA) to explore the reasons underlying mastery-approach (MAp) and performance-approach (PAp) goals, examining their relationship with students' and teachers' reports on students' behavioral and agentic engagement in mathematics. Participants were 395 Peruvian high school students. Five goal-complex profiles emerged for each goal. Latent profile analysis identified five distinct motivational profiles for each goal type, revealing that most students endorsed goals for both autonomous and controlled reasons. Students in profiles characterized by high autonomous reasons had increased student-reported engagement, whereas those in profiles characterized by low autonomous reasons had reduced engagement, regardless of controlled motivation. Conversely, teacher-reported engagement was higher in profiles characterized by low controlled reasons, and lower in those with high controlled reasons, regardless of students' autonomous motivation. This person-centered approach provides nuanced insights into how combinations of autonomous and controlled reasons underlying MAp and PAp goals are endorsed by subgroups of students and how they relate to students' behavioral and agentic engagement.1