2017．第45卷第2期（Vol. 45 No. 2）．pp. 107–135
Analyzing Direct Effects of Achievement Goals and Classroom Goals and Latent Moderated Effects of Classroom Goals on Situational Interest
This study aimed to: (1) examine the direct effect of achievement goals and classroom goals on situational interest; (2) investigate the latent moderated effect of classroom goals on the relationship between achievement goals and situational interest. Three hypotheses of the relationships among achievement goals, classroom goals, and situational interest were proposed and examined in order — direct effect, congruent reinforcing effect of moderation, and incongruent weakening effect of moderation. Results showed that: (1) single achievement goal (mastery goal) and two-dimensional classroom goals (classroom mastery and performance) exerted direct effects on situational interest; (2) classroom mastery goal had a congruent reinforcing effect on the relationship between mastery goal and situational interest; (3) classroom performance goal had a congruent reinforcing effect on the relationship between performance goal and situational interest; (4) classroom performance goal had an incongruent weakening effect on the relationship between mastery goal and situational interest; (5) the latent moderated structural equation modeling, consisting of both direct and moderated effects, explained about 70% variation of situational interest.
Keywords: achievement goals; classroom goals; situational interest; latent moderated effect; latent moderated structural equation