The primary aim of this study was to examine how students' classroom social goal structures (prosocial and compliance goal structures) influence feeling of school adjustment and academic motivation. A survey was administered to 68 third-grade students at a junior high school in central Japan. Factor analyses revealed the underlying structures of classroom social goal structure, feeling of school adjustment, and academic motivation. The scales used in this study demonstrated adequate reliability and validity, with reliability indices (α=.72~.93) supporting their consistency and associations aligning with existing classroom environment measures. Covariance structure analysis was conducted to clarify the relationships among these factors. Path analysis revealed that prosocial goal structures positively influenced students’ adjustment to both teachers and classmates, whereas compliance goal structures showed no significant effects. Adjustment to teachers and classmates was also associated with higher academic motivation. Due to the small sample size in this study, the analysis results are not conclusive. Despite these limitations, the study provides insights into the nuanced associations between social goal structures and academic motivation within classroom settings. Future research should refine the model and develop more comprehensive scales in order to derive practical implications for creating more supportive and effective educational environments. The implications for research and educational practice are discussed.

Authors:
Honoka Noda, Nagoya University, Japan
Motoyuki Nakaya, Nagoya university, Japan

About the Presenter(s)
Honoka Noda is a master's student. Her primary interest is English education, and I am currently conducting research targeting high school students. For my master's thesis, she examined the relationship between classroom climate and motivation.

See this presentation on the full schedule – Tuesday Schedule

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