Teacher Enthusiasm, Adaptive Instruction, and Mastery Approach Goals from the Perspective of Secondary School Students

Abstract

Mastery approximation goals have positive effects on the academic performance and well-being of the student body, therefore, it is essential to know the factors that contribute to developing the goals of approaching mastery in students. The objective was to analize the effect of teacher enthusiasm and adaptive instruction on mastery approach goals in secondary school students, from the perception of the students themselves. We carried out a quantitative, non-experimental and cross-sectional research. The sample was made up of 322.203 participants from 58 countries in the PISA 2018 evaluations. We used the structural equation model to analyze the proposed theoretical model and the multigroup structural equation model to assess the invariance of the model by sex and by blocks of member countries. to the OECD and partners. The analyzes of the proposed model yielded the values of SRMR = ,019, RSMEA = ,033, CFI = ,989 and TLI = ,985. The CFI change values between the invariance models were less than -,01. It is concluded that teacher enthusiasm and adaptive instruction have a positive effect on Mastery Approximation Goals, and this effect is invariant according to gender and by blocs of OECD member and associate countries.