The correlation between mastery and relational goals is unusually strong (r = .64) in the Lao sample compared with Western teacher samples¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q2 i3 The mastery–relational goal correlation in the Lao sample (r = .64, p < .01) is significantly stronger than in Israeli (r = .38) and Canadian (r = .17) teacher samples. → 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 · i3 · associational · r2

Correlational analysis of the Lao teacher sample found "a significantly stronger correlation (r =.64, p <.01)" between mastery and relational goals than Butler and Shibaz (2014, r = .38) and Wang et al. (2017, r = .17), tested via Z tests. The authors interpret that in some contexts instructional improvement may align with fostering teacher–student relationships.

"our study identified a significantly stronger correlation (r =.64, p <.01), than in both of these studies (Z = 2.23, p <.05; Z = 7.04, p <.01, respectively)."

Discussion¶

Related Claims¶

• Lao teachers endorse relational, mastery, and ability-approach goals at similarly high levels, unlike typical Western patterns
• Mastery goals are associated with task and recognition practices, with recognition shared by both goal types
• Relational goals are associated with recognition, grouping, and classroom mutual respect practices
• Learning and performance goal orientations are highly positively correlated and not mutually exclusive in adults — related