Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching

By Ruth Butler. 2012

266 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6a61c910b1a4f64ab3423d060c9de5001f5ea7c2

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

University Instructors’ Achievement Goals for Teaching (2019, background): “In addition, relational goals are considered to lie “at the heart of effective teaching” (Butler, 2012, p. 726).”
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).”
Teacher motivation: Definition, research development and implications for teachers (2016, methodology): “…of quantitative method has generated a set of instruments developed by different researchers to measure teacher motivation under the guidance of SDT (Roth et al., 2007), achievement goal theory (Butler, 2007, 2012; Retelsdorf et al., 2010), and work motivation theory (Taylor et al., 2009).”
The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement (2016, methodology): “Among the five factors of the GOT, relational goals (M = 4.289, SD = .579) had the most positive scores, and work avoidance goals (M = 2.400, SD = .791) scored the lowest.”
Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation (2017, background): “These research efforts are embedded in different theoretical frameworks such as goal orientation theory (Butler, 2007, 2012), selfdetermination theory (Fernet, Sen ecal, Guay, Marsh, & Dowson, 2008; Pelletier et al., 2002), and interest theory (Schiefele, Streblow, & Retelsdorf, 2013; Schiefele &…”
How Motivation Influences Student Engagement: A Qualitative Case Study. (2012, background): “Similarly, the same activity can be seen as intrinsically or extrinsically motivating by different students (Areepattamannil, Freeman, & Klinger, 2011; Butler, 2012; Guay, Chanal, Ratelle, Marsh, Larose, & Boivin, 2010; Pintrich & Schunk, 2002).”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “It was extended by Frenzel in 2014 by the addition of a fourth dimension of the relational aspect, which incorporates recent research findings that have addressed more explicitly the social dimension of teacher motivation (e.g. Butler 2012).”
Profiles of professional engagement and career development aspirations among USA preservice teachers (2014, background): “If teachers’ motivations are distracted by excessively bureaucratic policies that take them away from the relational work they expect and value doing with youth, then it is likely these teachers will experience frustration and a lack of career satisfaction (Butler, 2012).”
‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions (2014, background): “…own positive emotional experiences, the degree to which they also regarded personal bonding with students as a pre-condition for their positive feelings was dependent on teachers’ ‘relational attitude’ (Pearce and Down 2011), which relates to teachers’ relational or social goals (Butler 2012).”