Mastery goals are associated with task and recognition practices, with recognition shared by both goal types¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In SEM Model 2, mastery goals are positively linked to the task and recognition TARGETS practices. → Anongsack Mahavong 2026 q2 i? Recognition is the only practice associated with both relational and mastery goals, suggesting a dual socioemotional and mastery-related role. → Anongsack Mahavong 2026

Evidence¶

Anongsack Mahavong 2026¶

Anongsack Mahavong, József Balázs Fejes. (2026). How are Lao teachers' goals for teaching associated with their instructional practices? Instructional Science, 54, 6. https://doi.org/10.1007/s11251-025-09756-1

q2 · i? · associational · r2

SEM Model 2 on 207 Lao teachers' self-reports found "Mastery goals were positively linked to task and recognition," and "recognition emerged as a shared fac - tor associated with both relational and mastery goals." No path coefficients are printed in the text provided.

"Mastery goals were positively linked to task and recognition. Notably, recognition emerged as a shared fac - tor associated with both relational and mastery goals, underscoring its central role in con - necting teachers’ goals to their instructional practices."

Discussion¶

Related Claims¶

• The correlation between mastery and relational goals is unusually strong (r = .64) in the Lao sample compared with Western teacher samples
• Lao teachers endorse relational, mastery, and ability-approach goals at similarly high levels, unlike typical Western patterns — related
• Relational goals are associated with recognition, grouping, and classroom mutual respect practices — related
• No significant associations between relational goals and autonomy, nor between mastery goals and evaluation or autonomy — related