Students’ and teachers’ perceptions of goal structures – Will they ever converge? Exploring changes in student-teacher agreement and reciprocal relations to self-concept and achievement

Previous studies have shown that alignment between teachers’ and students’ perceptions of goal structures (i.e., student-teacher agreement) ranges from non-existent to, at most, moderate. However, existing work is limited in that it all relies on cross-sectional data, meaning that we lack an understanding of changes in student-teacher agreement on goal structures over time. The present study therefore (a) attempts to shed light on changes over...