Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices

Retelsdorf, Jan; Günther, Catharina

doi:10.1016/j.tate.2011.05.007

Cited by 91 publications

(106 citation statements)

References 33 publications

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“…This study found that the teachers had positive viewpoints about the mastery and relational goal orientations but had a negative viewpoint about the work avoidance goal orientation. Likewise, in the study of Retelsdorf and Gunther (2011), teachers were eager to deepen their understanding of the teaching profession and did not avoid various teaching duties.…”

Section: Discussionmentioning

confidence: 99%

Turkish Primary School Teachers’ Goal Orientations for Teaching

Şaban¹,

Yıldızlı²

2017

IOJES

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This study aims to investigate what Turkish primary school teachers' goal orientations are in the teaching environment, how these goal orientations are correlated with one another and whether teachers' gender and teaching experiences make a significant difference. A relational survey method was used in this study. The participants consisted of 191 primary school teachers working at state schools in Nevşehir, Turkey. The "Goal Orientation Scale for Teaching", developed by Butler (2007) and finalized by Butler and Shibaz (2014), was used to collect the study data. The scale is composed of 21 five-point Likert-type items and consists of five sub-dimensions. To analyze the study data, independent t-test, one-way analysis of variance and simple correlation techniques were used. According to the results, while teachers highly favored the "mastery" and "relational" goal orientations, the "work avoidance" goal orientation turned out to be the one for which they had the lowest average. This situation indicates that primary school teachers would rather organize activities which help them to teach better in the teaching environment, improve their professional knowledge and skills and build close and caring relationships with their students. It seems that workload is not important for teachers when it comes to promoting their students' efforts for learning. Also, there were significant differences between male and female teachers, as well as between newly-qualified and experienced teachers, with regard to the "ability approach" goal orientation. It appears that female and newly-qualified teachers want to be recognized and appreciated more for their teaching abilities and efforts than their colleagues.

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Section: Discussionmentioning

confidence: 99%

Turkish Primary School Teachers’ Goal Orientations for Teaching

Şaban¹,

Yıldızlı²

2017

IOJES

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“…Butler 2007Butler , 2012Butler , 2014Retelsdorf et al 2010;Retelsdorf and Günther 2011). Achievement goal orientation theory was concerned with the reason and purpose for engaging in achievement behaviour (Pintrich 2003).…”

Section: Application Of Achievement Goal Orientation Theory In Teachementioning

confidence: 99%

“…As a theory developed to explain how different goals evoke different patterns of thought, emotion and behaviour, achievement goal theory has proven successful in explaining and predicting beliefs, responses and behaviours in achievement setting (Roberts 2001). Therefore, teachers' goal orientations have been mainly explored in the relationships with teachers' teaching practice (Butler 2012;Butler and Shibaz 2014;Paulick et al 2013;Retelsdorf et al 2010;Retelsdorf and Günther 2011) and psychological well-being (Han et al 2015;Parker et al 2012). …”

Section: Application Of Achievement Goal Orientation Theory In Teachementioning

confidence: 99%

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Exploring the relationship between goal orientations for teaching of tertiary teachers and their teaching approaches in China

Han

Yin

Wang

2015

Asia Pacific Educ. Rev.

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This study addresses a paucity of research into teacher motivation in higher education by exploring the relationship between tertiary teachers' goal orientations for teaching and their approaches to teaching in China. A questionnaire gathered responses from 262 Chinese tertiary teachers, and the results showed these teachers reporting higher levels of relational and mastery goals for teaching and greater student-focused approach to teaching. Male teachers reported lower levels of ability-approach and mastery goals than female teachers, and teachers with no more than 5 years of teaching experience scored higher on both ability-approach and ability-avoidance goals than those with more than 15 years of teaching experience. The study also revealed that teachers' ability goals significantly predicted a teacher-focused approach to teaching, and mastery goals predicted a student-focused approach to teaching.

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“…Nearly all of the extant research on teacher achievement goals has utilised the trichotomous model, sometimes alone Daniels, Frenzel, Stupnisky, Stewart, & Perry, 2013;Kucsera, Roberts, Walls, Walker, & Svinicki, 2011;Papaioannou & Christodoulidis, 2007;van Daal, Donche, & De Maeyer, 2014) and sometimes in conjunction with alternative goals, such as work-avoidance goals (i.e. striving to exert as little effort as possible; Butler, 2007;Fasching et al, 2010;Retelsdorf & Günther, 2011) or relational goals (i.e. striving to attain caring personal relationships with students; Butler, 2012;Butler & Shibaz, 2014).…”

Section: Introductionmentioning

confidence: 99%

3 × 2 Achievement Goal Questionnaire for Teachers

Mascret¹,

Elliot²,

Cury³

2017

PsycTESTS Dataset

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Within the past decade, the achievement goal approach has begun to be used to study teacher achievement motivation. In recent research with students, a 3 × 2 model of achievement goals has been proffered that separates mastery-based goals in terms of a task/self distinction. The purpose of the present study was to extend this 3 × 2 model to teachers in order to provide important insights into teachers' individual differences. We devised items for the questionnaire and showed that data obtained with the 3 × 2 Achievement Goal Questionnaire for Teachers fit the 3 × 2 model (in absolute terms and relative to 10 alternative models) and that each goal of the model exhibited good internal consistency. In addition, we linked the 3 × 2 goals to other key constructs relevant to achievement goals, namely, implicit theories of ability, instructional practices and intrinsic interest.

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Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices

Cited by 91 publications

References 33 publications

Turkish Primary School Teachers’ Goal Orientations for Teaching

Turkish Primary School Teachers’ Goal Orientations for Teaching

Exploring the relationship between goal orientations for teaching of tertiary teachers and their teaching approaches in China

3 × 2 Achievement Goal Questionnaire for Teachers

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