This study aimed to investigate the effect of perceived teacher goals on students’ achievement-goal orientations and the effects of the latter on motivational and cognitive outcomes in writing. Adopting a multiple-goal perspective, a person-centered approach was applied by implementing latent class analysis (LCA) based on the students’ three goal orientation constructs. Two independent data sets were analyzed, taken from junior secondary school students (N = 1342) and senior secondary school students (N = 703). The participants responded to four self-reporting questionnaires measuring perceived teacher goals in the classroom (mastery, performance approach, and performance avoidance), students’ achievement-goal orientations (mastery, performance approach, and performance avoidance), self-efficacy, and writing strategies. LCA resulted in four clusters/profiles: “Medium Goals,” “Low Goals,” “Mastery Goals,” and “Performance Goals.” The profiles were predicted by perceived teacher goals in the classroom; in turn, they predicted students’ self-efficacy and writing strategies. The empirical findings are interpreted and discussed based on contemporary theory and evidence, along with educational practice implications.

本研究旨在调查感知到的教师目标对学生成就目标取向的影响，以及后者对写作动机和认知结果的影响。采用多目标视角，通过基于学生的三个目标取向结构实施潜在类别分析 (LCA)，应用以人为本的方法。分析了两个独立的数据集，分别来自初中学生 (N = 1342) 和高中学生 (N = 703)。参与者回答了四份自我报告问卷，测量教师在课堂上的目标（掌握、表现方法和表现回避）、学生的成就目标取向（掌握、表现方法和表现回避）、自我效能感和写作策略。中等目标”、“低目标”、“精通目标”和“绩效目标”。” 这些概况是根据教师在课堂上的目标预测的；反过来，他们预测学生的自我效能感和写作策略。根据当代理论和证据以及教育实践意义对实证研究结果进行解释和讨论。