The differential effects of the learning environment on student achievement motivation: A comparison between frontal and complex instruction strategies

Based on the postulates of "achievement goal theory," the present study compared the effectiveness of two instructional strategies, frontal instruction (FIS) and complex instruction (CIS), in promoting mastery goal orientation and adaptive motivational patterns. Three motivational variables, namely, the perception of the classroom goal structure, personal goal orientation, and achievement motivation patterns, were assessed by means of three separate questionnaires administered to 267 sixth-grade students from 5 CIS and 5 FIS classes. Overall, the results supported predictions that the two strategies led to differential effects on each of the three motivational variables, as well as on the relationships between them. The results provide further evidence for contextual effects on achievement motivation.