The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study

The relation between the learning environment (e.g., students' perceptions of the classroom goal structure and teachers' instructional discourse) and students' reported use of avoidance strategies (self-handicapping, avoidance of help seeking) and preference to avoid novelty in mathematics was examined. Quantitative analyses indicated that students' reports of avoidance behaviors varied significantly among classrooms. A perceived emphasis on mastery goals in the classroom was positively related to lower reports of avoidance. Qualitative analyses revealed that teachers in high-mastery/low-avoidance and low-mastery/high-avoidance classrooms used distinctively different patterns of instructional and motivational discourse. High incidence of motivational support was uniquely characteristic of high-mastery/low-avoidance classrooms, suggesting that mastery goals may include an affective component. Implications of the results for both theory and practice are discussed.