View in EDS HTML Full Text PDF Full Text

Students' Constructions of Mastery-Approach Goals Contextualized in Inquiry-Based and Traditional Science Curricula.

Saved in:
Bibliographic Details
Title: Students' Constructions of Mastery-Approach Goals Contextualized in Inquiry-Based and Traditional Science Curricula.
Authors: Rogat, Toni Kempler (AUTHOR), Adams-Wiggins, Karlyn R. (AUTHOR), Tan, Dongyao (AUTHOR), Adeoye Olenloa, Temitope F. (AUTHOR)
Source: Journal of Experimental Education. 2026, Vol. 94 Issue 3, p502-530. 29p.
Subjects: Inquiry-based learning, Science education, Goal (Psychology), Learning goals, Frames (Social sciences), Thematic analysis, Sociocultural theory
Abstract: Recent science education reforms call for greater integration of scientific practices, such as inquiry and constructing models, which may have implications for students' meaning-making of mastery-approach goals. Yet, limited achievement goal theory (AGT) research has been conducted in these new learning environments. The present study addressed this gap by examining students' constructed meanings of mastery-approach goals across inquiry and traditional contexts. Further, we applied a sociocultural perspective of AGT by situating meanings in the values and expectations of each context. Participants were 73 seventh graders from five science teachers' classrooms (two traditional classrooms, three inquiry classrooms). Students were interviewed and qualitative thematic analysis was conducted for students' mastery goal meanings based on three framings drawn from prior AGT research: thoroughly understanding, improving, and mastering. A total of 19 themes emerged reflecting students' espousal of a diversity and range of mastery meanings. Frequency and chi-square analyses distinguished the prevalence of each theme by curriculum context. Results suggest students' mastery constructions are contextualized in curricula, with a majority of inquiry students emphasizing "knowing deeply," including in disciplinary and prosocial ways. Correspondingly, accepting teachers as authority was emphasized in traditional contexts. Methodological and theoretical implications of this sociocultural approach are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 193599060
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Students' Constructions of Mastery-Approach Goals Contextualized in Inquiry-Based and Traditional Science Curricula.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rogat%2C+Toni+Kempler%22">Rogat, Toni Kempler</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Adams-Wiggins%2C+Karlyn+R%2E%22">Adams-Wiggins, Karlyn R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tan%2C+Dongyao%22">Tan, Dongyao</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Adeoye+Olenloa%2C+Temitope+F%2E%22">Adeoye Olenloa, Temitope F.</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2026, Vol. 94 Issue 3, p502-530. 29p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+%28Psychology%29%22">Goal (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+goals%22">Learning goals</searchLink><br /><searchLink fieldCode="DE" term="%22Frames+%28Social+sciences%29%22">Frames (Social sciences)</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+theory%22">Sociocultural theory</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Recent science education reforms call for greater integration of scientific practices, such as inquiry and constructing models, which may have implications for students' meaning-making of mastery-approach goals. Yet, limited achievement goal theory (AGT) research has been conducted in these new learning environments. The present study addressed this gap by examining students' constructed meanings of mastery-approach goals across inquiry and traditional contexts. Further, we applied a sociocultural perspective of AGT by situating meanings in the values and expectations of each context. Participants were 73 seventh graders from five science teachers' classrooms (two traditional classrooms, three inquiry classrooms). Students were interviewed and qualitative thematic analysis was conducted for students' mastery goal meanings based on three framings drawn from prior AGT research: thoroughly understanding, improving, and mastering. A total of 19 themes emerged reflecting students' espousal of a diversity and range of mastery meanings. Frequency and chi-square analyses distinguished the prevalence of each theme by curriculum context. Results suggest students' mastery constructions are contextualized in curricula, with a majority of inquiry students emphasizing "knowing deeply," including in disciplinary and prosocial ways. Correspondingly, accepting teachers as authority was emphasized in traditional contexts. Methodological and theoretical implications of this sociocultural approach are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193599060
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00220973.2024.2351953
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 502
    Subjects:
      – SubjectFull: Inquiry-based learning
        Type: general
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Goal (Psychology)
        Type: general
      – SubjectFull: Learning goals
        Type: general
      – SubjectFull: Frames (Social sciences)
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Sociocultural theory
        Type: general
    Titles:
      – TitleFull: Students' Constructions of Mastery-Approach Goals Contextualized in Inquiry-Based and Traditional Science Curricula.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Rogat, Toni Kempler
      – PersonEntity:
          Name:
            NameFull: Adams-Wiggins, Karlyn R.
      – PersonEntity:
          Name:
            NameFull: Tan, Dongyao
      – PersonEntity:
          Name:
            NameFull: Adeoye Olenloa, Temitope F.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: 2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 00220973
          Numbering:
            – Type: volume
              Value: 94
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Experimental Education
              Type: main
ResultId 1