Description

Author

Fumiko Masaki (Education Department, Graduate School of Human Relations, Keio University, Tokyo, Japan)

Abstract

Although pre-post quasi-experiments in the social sciences can involve the use of mixed methods research approaches, we know little about how theoretical frameworks can best inform related design components. Furthermore, despite the increased globalization of mixed methods, we need further examples of how to apply such methods within specific countries to address contextual and cultural needs. This study from Japan examined the impact of promoting structure support by teachers (i.e., instructions, guidance, and feedback) on students’ mastery goals, rather than on performance goals in an early childhood classroom. A theoretical model informed the development of pre- and post-test measures as well as the intervention activities. Results showed that teacher support of mastery goals had a positive influence on student achievement goals.