Achievement goals for teaching as predictors of students' perceptions of instructional practices and students' help seeking and cheating

By Ruth Butler, Limor Shibaz. 2008

221 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/544d9c51e00b475ed7ac3ec091eea5e246077dc8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “Moreover, teachers’ achievement goals, such as establishing close relationships with students (Butler 2012), have been reported to be connected to their instructional behaviour, interest in teaching and well-being (Butler and Shibaz 2008; Retelsdorf et al. 2010).”
University Instructors’ Achievement Goals for Teaching (2019, background): “In line with other studies (Butler & Shibaz, 2008; King & McInerney, 2014), our results also point to the existence of work avoidance goals.”
Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout (2010, background): “A subsequent study (Butler & Shibaz, 2008) showed further that teachers’ mastery goal orientation predicted the degree to which students reported that teachers actively supported student question asking and help seeking and teacher ability-avoidance was associated with student reports that teachers…”
Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation (2017, background): “For example, Butler and Shibaz (2008) found mastery-oriented teachers to be highly supportive of student question-asking and help-seeking (assessed by student reports), whereas other goal orientations showed either nonsignificant or negative effects on teacher support.”
Pedagogical well‐being: reflecting learning and well‐being in teachers’ work (2010, background): “The quality of pedagogical processes in school can be assessed by examining to what extent they facilitate the preconditions for learning and well-being both for pupils and teachers (Butler & Shibaz, 2008; Retelsdorf, Butler, Streblow, & Schiefele, 2010).”
Dimensions of teacher interest and their relations to occupational well-being and instructional practices (2013, background): “Retelsdorf et al. (2010) and Butler and Shibaz (2008) have confi rmed that the instructional practices of teachers with mastery goals are characterized by cognitive stimulation, mastery-oriented support, and encouragement of student questions and help-seeking behavior.”
Teachers’ self-efficacy, achievement goals, attitudes and intentions to implement the new Greek physical education curriculum (2011, background): “These results are rather consistent with recent findings in other countries revealing positive motivational outcomes when teachers adopt mastery goals, negative outcomes when they adopt performance avoidance goals and mixed findings when teachers adopt performance approach goals (Butler, 2007; Butle”