Motivational goal orientations : the effects of school climate and sex differences

Students' motivational goal orientations are critical to their adjustment and achievement in school. It is widely postulated that school climate and sex may influence students' motivational goal orientations. Despite this postulate, relatively little empirical evidence exists to support it. This study examines both the individual and interactive effects of school and sex differences on students' mastery, performance, work avoidance and social motivational goal orientations. Approximately six-hundred middle school students participated in the study, where the effects of school and sex on three academic and five social goals were examined. Results suggest that school climate (F [22, 1656] = 5.41, p < .000) and, to a lesser extent, sex differences (F [8, 417] = 2.48, p < .05), as well the interaction between the two (with F [16, 824] = 5.68, p < .000), significantly influence students' motivational orientations. The study provides empirical support for both the individual and combined effects of school and sex on students' motivational orientations. The study also provides evidence that the directions of school and sex effects on students' motivational orientations are, at least, partially predictable