Rethinking Teachers' Goal Orientations: Conceptual and Methodological Enhancements.

By Sebastian Nitsche, Oliver Dickhäuser, Michaela S. Fasching, Markus Dresel. 2011

108 citations recorded by the source corpus.

Abstract The article provides a theoretical extension of the goal orientation approach for teaching by proposing three different competence facets of learning goals and four types of addressees for performance approach and avoidance goals. On the basis of responses from 495 teacher trainees and 224 in-service teachers, the development and validation of an advanced goal orientation measure is presented. Internal consistencies of the goal dimensions were good, and confirmatory factor analyses verified the postulated model for teacher trainees and in-service teachers. In both groups, learning goal orientation positively predicted self-efficacy for teaching and perceived benefits of help-seeking. Performance approach goals positively predicted self-efficacy for teaching and performance avoidance goals negatively predicted self-efficacy for teaching and positively predicted perceived threats of help-seeking. The use of goal orientation facets provided a more thorough analysis of the predictions regarding perceptions of help-seeking. Results supported the convergent and divergent validity of the new measure.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6eb540f26076c9f41ca9dfdaaf8257d3447cbf27

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

Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation (2013, methodology): “Nitsche et al. (2011) provided empirical evidence that this conceptualization, including superordinate and subordinate dimensions, is more suitable to describe the goal orientations of teachers, and that different subdimensions of teachers’ learning and performance goal orientations differentially…”
‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions (2014, background): “The multiplicity of teachers’ goals has been examined in recent literature (e.g. Nitsche et al. 2011; Butler 2012).”
Teacher motivation: Definition, research development and implications for teachers (2016, methodology): “(b) A measure of Goal Orientations for Teaching based on goal orientation theory (Butler, 2007, 2012; Nitsche et al., 2011);”