2022 Volume 33 Issue 4 Pages 407-418
In this study, the effects of promoting achievement goals on the processes and consequences of reciprocal teaching in the classroom (RTC) were investigated. The participants included 79 sixth graders who were engaged in mathematics group learning. Basic RTC (Machi & Nakaya, 2014) was adopted to enhance the participants' intellectual and social interaction. Their achievement goals were promoted through teachers' instructions in reduced/enlarged figure classrooms. While the teachers focused on the importance of understanding in the mastery goal-focused groups, they emphasized quick answers and correctness in the performance goal-focused groups. Quantitative and qualitative data analyses demonstrated that the mastery goal-focused groups demonstrated more understanding and engaged in process-oriented discourses in comparison to the performance-focused groups. Based on the results of the analyses, the important role of students' motivation in interactive learning based on RTC is discussed.
