Author:
Ben-Ari Rachel,Eliassy Liat
Abstract
Based on the postulates of “achievement goal theory,” the present study compared the effectiveness of two instructional strategies, frontal instruction (FIS) and complex instruction (CIS), in promoting mastery goal orientation and adaptive motivational patterns. Three motivational
variables, namely, the perception of the classroom goal structure, personal goal orientation, and achievement motivation patterns, were assessed by means of three separate questionnaires administered to 267 sixth-grade students from 5 CIS and 5 FIS classes. Overall, the results supported predictions
that the two strategies led to differential effects on each of the three motivational variables, as well as on the relationships between them. The results provide further evidence for contextual effects on achievement motivation.
Publisher
Scientific Journal Publishers Ltd
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