Classroom Emphasis on Mastery Versus Performance: Predicting Early Adolescents’ Learning Behaviors in Sexual Health

Perceptions of classroom goal structures—whether learning (i.e., mastery goal structures) or performance (i.e., extrinsic goal structures) is emphasized—influence students’ motivation to learn in health classes. We investigated the relations of perceived goal structures in sexual health classrooms to adolescents’ learning behaviors and intentions during and after a sexual health education program ( N = 2,044 8th graders), using path and logistic regression analyses. Perceived mastery goal structures positively predicted students’ intentions to use online search engines to acquire additional health-related information 4–6 months after the program. Students’ clinic use was not significantly predicted by these goal structures. Importantly, perceived extrinsic goal structures undermined the positive relation of perceived mastery goal structures to session attendance, which in turn was positively linked to condom negotiation efficacy and situational self-efficacy. This interactive pattern highlights the potential pitfall of emphasizing extrinsic reasons for studying in sexual health classrooms and informs health educators teaching adolescents.