Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation
By Markus Dresel, Michaela S. Fasching, G. Steuer, Sebastian Nitsche, Oliver Dickhäuser. 2013
63 citations recorded by the source corpus.
Relations between teachers’ goal orientations, their instructional practices as expressed in perceived classroom goal structures and students’ goal orientations were analyzed, focusing also on potential moderators. Results of a questionnaire study with 46 Mathematics teachers and their 930 students supported the assumption that teachers’ goal orientations affect their instructional practices and students’ goal orientations. These effects were, in part, moderated by teacher beliefs (implicit theories, self-efficacy beliefs). Overall, the results provided strong support for the notion that the mechanisms underlying these effects are based on the functionality of certain instructional practices for the attainment of teachers’ goals.
Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology
View Paper: https://www.semanticscholar.org/paper/3bbb41b7e91a889a7e26bcf60b21abe93a1c2688
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In Experimental and Cognitive Psychology
In Safety Research
In Social Psychology
Citations in the corpus
- University Instructors’ Achievement Goals for Teaching (2019, background): “…goals have been shown to be associated with school teachers’ acquisitions of teaching competences and instructional practices (Butler & Shibaz, 2008; Dresel et al., 2013; Retelsdorf, Butler, Streblow, & Schiefele, 2010), and attitudes toward further training and professional learning (Butler,…”