Relational goals are associated with recognition, grouping, and classroom mutual respect practices¶

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, relational goals are positively associated with the recognition, grouping, and mutual respect TARGETS practices. → 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 relating relational and mastery goals to TARGETS practices (χ² = 615.87, CFI = 0.948, RMSEA = 0.048) found "Relational goals were positively associated with recognition, grouping, and classroom mutual respect." Standardized estimates appear in supplementary Table S3.

"Relational goals were positively associated with recognition, grouping, and classroom mutual respect. Mastery goals were positively linked to task and recognition."

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
• Mastery goals are associated with task and recognition practices, with recognition shared by both goal types — related
• Classrooms in high-performing CHSRI schools showed positive, mutually respectful student-teacher relationships with emotional and academic support — related
• Four relational components—positive feedback, rapport, mutual respect, and reciprocal trust—form the relational framework of coaching — related