Lao teachers endorse relational, mastery, and ability-approach goals at similarly high levels, unlike typical Western patterns¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q2 i? Descriptive statistics show mastery, relational, and ability-approach goals endorsed at similarly high levels, while ability-avoidance and work-avoidance goals received notably lower ratings. → 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 · r1

Descriptive analysis of the 207-teacher sample found "mastery, relational, and ability-approach goals were endorsed at similarly high levels." The discussion notes this differs from Western contexts where mastery goals are typically most strongly endorsed, and suggests possible cultural response tendencies such as avoidance of extreme responses.

"The mean scores for the goals indicated that mastery, relational, and ability-approach goals were endorsed at similarly high levels, with only minor differences among them."

Discussion¶

Related Claims¶

• The correlation between mastery and relational goals is unusually strong (r = .64) in the Lao sample compared with Western teacher samples
• Mastery goals are associated with task and recognition practices, with recognition shared by both goal types — related
• Relational goals are associated with recognition, grouping, and classroom mutual respect practices — related