Match effects and nonlinear relationships between students' perceptions of goal structures and goal orientations in relation to self-efficacy
Year: 2026
Type: article
Study design: Observational Study
Abstract: This study examined how students' perceived classroom goal structures interact with their personal goal orientations and how these goal structures relate nonlinearly to self-efficacy in mathematics. A total of 373 fifth- and sixth-grade students in Japan completed questionnaires assessing perceived classroom goal structures, personal goal orientations, and self-efficacy. Response surface analyses indicated that match effects between goal structures and goal orientations did not significantly predict self-efficacy. However, an additive effect emerged in the mastery domain: higher levels of both mastery goal structure and mastery goal orientation were associated with greater self-efficacy. In the performance domain, an interaction trend was observed: students with high performance-approach orientation tended to report higher self-efficacy when they perceived strong performance goal structures. Polynomial regression analyses further revealed inverted U-shaped relationships between both mastery and performance goal structures and self-efficacy. These findings suggest that the effects of goal structures depend on their intensity and on students' motivational characteristics, underscoring the importance of tailoring classroom environments to support diverse learners.
Authors: Takuto Okada, Ryo Ishii
Institution: Nara University of Education
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7204714285