The mediating role of perceived peer motivational climate between classroom mastery goal structure and social goal orientations

Students' social goal orientations have been identified as an important factor in functioning and performance within academic settings. The current research explored whether the relationship between perceived classroom goal structure and social goals is mediated by peer motivational climate. Study 1 was based on a cross-sectional design (N = 951; 40.6% girls; mean age = 13.22) of students from 41 different classes, and Study 2 followed a different cohort of students in two time-points over the school year (N = 355; 62% girls; mean age = 14.38). The results were consistent across the multilevel path-analysis (Study 1) and the half-longitudinal mediation analysis using structural equation modeling (Study 2). Students' perceptions of the teacher's emphasis on mastery goals enhanced perceptions of positive peer motivational climate, which in turn predicted social development goals. Students' perception of mastery classroom goals was also related to decreases in negative peer motivational climate, which in turn predicted demonstration-approach social goals.