Classroom Goal Structure and Students’ Achievement Goal: A Study of Intrinsic Motivation of Secondary School Students in Nagaland
Bibliographic record
Abstract
The purpose of this research was to explore the mediating effects of promoting interaction between classroom goal structure and students’ intrinsic motivation. A conceptual model of the three variables was developed and tested using mediation analysis. Participants included 60 students of age group 12-14 of 8th grade of a private Higher Secondary School. The result of this study revealed that classroom environment affects the perception of the students about their achievement related behavior and outcomes. This further influences the intrinsic motivation of the students. However, the effect of classroom context on students’ motivation is not always mediated through promoting interaction. The findings of the present study do not support the results and suggestions of the previous researchers. Finding suggests that there is a need for a rigorous and systematic investigation on the link between classroom goal structure and students’ intrinsic motivation by identifying a mediating variable. Also, it may be mentioned that there is a need for taking into consideration both the teachers’ classroom and personal goal orientations that affect students’ perceptions as this may further influence their learning.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".