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Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students’ academic efficacy, teachers’ social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 528-535. doi:10.1037/0022-0663.90.3.528

has been cited by the following article:

• TITLE: A Multilevel Analysis of Classroom Goal Structures’ Effects on Intrinsic Motivation and Peer Modeling: Teachers’ Promoting Interaction as a Classroom Level Mediator

  AUTHORS: Kazuhiro Ohtani, Ryo Okada, Takamichi Ito, Motoyuki Nakaya

  KEYWORDS: Classroom Goal Structures; Promoting Interactions; Intrinsic Motivation; Peer Modeling

  JOURNAL NAME: Psychology, Vol.4 No.8, July 24, 2013

  ABSTRACT: This study investigated how classroom goal structures (mastery and performance goal structures) related to intrinsic motivation and peer modeling focusing on teachers’ promoting interaction as a classroom level mediator. Authors tested multilevel mediational models with a sample of 1212 Japanese elementary and junior high school students from 43 classrooms. Results provided support for classroom level mediational process in mastery goal structures. Specifically, mastery goal structures related to promoting interaction, and promoting interactions related to both intrinsic motivation and peer modeling. Limitations and future directions of the study were discussed.