Classroom goal structure and teacher self-efficacy: Contribution to student achievement goals and academic achievement
This study examines the synergistic role of mastery and performance classroom climates, as well as teacher self-efficacy to support student achievement goals and academic achievement among a sample of 373 students and 38 primary school teachers in disadvantaged neighbourhoods. Regression analyses revealed that student perceptions of a mastery climate and teacher self-efficacy respectively contributed to student mastery goals and academic achievement. Moderation analyses suggest that students whose teachers feel self-efficacious and who perceive that their teacher establishes a mastery climate are likely to maintain stable performance goals when exposed to a performance climate.