Intersoggettività studente-insegnante e motivazione: uno studio sugli obiettivi di riuscita nella scuola secondaria

Student-teacher intersubjectivity and motivation: a study on the achievement goals in high school An intersubjective approach to school motivation considers that learning is an interactive process, whereas the motivation to learn is related to the context. Thus it is possible to study the learning goals not just in terms of personal mastery goals and performance goals, but also considering the “perceived school goal dimension” (Roeser, Midgley e Urdan, 1996). The purpose of this study was to investigate the role and the influence of perceived school goal dimension on the achievement goals in 362 high school students. The instrument used consists in 13 scales in which the items are rated on a 5 point Likert scale. The regression analysis shows that some precursors of the students’ mastery goals might be the self-efficacy, the mastery goal structure and the students’ perception of positive relationship student-teacher.