Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations

Janke, Stefan; Bardach, Lisa; Oczlon, Sophie; Lüftenegger, Marko

doi:10.1016/j.tate.2019.04.003

Cited by 31 publications

(37 citation statements)

References 46 publications

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“…In school teachers, mastery and relational goals have been positively related to increased enjoyment, while work avoidance goals have been related to reduced enjoyment and increased anxiety and anger ( Wang et al, 2016 ). Janke et al (2019a) found similar results in school teachers with mastery goals being positively related to enjoyment, performance approach goals being negatively related to anxiety, and performance avoidance as well as work avoidance goals being positively related to anxiety and negatively related to enjoyment. With respect to university instructors, task approach, normative approach, and relational goals have been positively related to positive affect, and normative avoidance and work avoidance goals have been negatively related to positive affect ( Daumiller et al, 2019b ).…”

Section: Introductionsupporting

confidence: 53%

“…Consequently, further investigations into the antecedents of university instructors’ emotions are needed, not only to better understand how to support instructor well-being, but also for the students and academic institutions who depend on them. From a motivational perspective, achievement goals, which frame one’s cognitive, affective, and behavioral processes in achievement settings ( Nicholls, 1984 ; Dweck, 1986 ; Ames, 1992 ; Elliot and Church, 1997 ), have been highlighted as antecedents of discrete emotions in students (e.g., Pekrun et al, 2006 ; Schutz and Pekrun, 2007 ) and in school teachers ( Wang et al, 2016 ; Janke et al, 2019a ). However, to the best of our knowledge, no studies to date have explored these relations in university instructors—a population who, given their unique and important role in society, require specific reserach attention ( Daumiller et al, 2020b ).…”

Section: Introductionmentioning

confidence: 99%

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Exploring University Instructors’ Achievement Goals and Discrete Emotions

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Emerging empirical evidence indicates that discrete emotions are associated with teaching practices and professional experiences of university instructors. However, further investigations are necessary given that university instructors often face high job demands and compromised well-being. Achievement goals, which frame achievementrelated thoughts and actions, have been found to describe motivational differences in university instructors and are hypothesized to be associated with their discrete emotions. Moreover, as variation exists in how university instructors respond to job demands regarding their emotional experiences, certain goals may moderate this relationship on the basis of framing different interpretations and reactions to stressors. To investigate these links, 439 instructors (46.7% female) from German and Austrian universities completed a survey assessing their achievement goals, discrete emotions (enjoyment, pride, anger, anxiety, shame, and boredom), and job demands. As hypothesized, multiple regression analyses revealed that achievement goals were differentially and meaningfully associated with discrete emotions. Specifically, learning approach goals were positively related to enjoyment and negatively related to anger and boredom, while learning avoidance goals were positively related to anger. Performance (appearance) approach goals were positively related to pride, and performance (appearance) avoidance goals were positively related to anxiety and shame. Lastly, relational goals were positively related to shame and boredom, and work avoidance goals were negatively related to enjoyment and positively related to shame and boredom. Conclusive moderation effects on the relations between job demands and emotions were not found. Future research avenues aimed at further understanding the supportive role that achievement goals can have for university instructors' emotional experiences and well-being are discussed.

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Section: Introductionsupporting

confidence: 53%

Section: Introductionmentioning

confidence: 99%

Exploring University Instructors’ Achievement Goals and Discrete Emotions

et al. 2020

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“…The cross-sectional design of our study is a limitation, as it impedes testing whether perceptions of goal structures truly precede students' personal goal adoption (e.g., L€ uftenegger, van de Schoot, Schober, Finsterwald, & Spiel, 2014), whether personal goals serve as a filter through which students perceive and make sense of the prevailing goal structures (e.g., Tapola & Niemivirta, 2008), or whether the contextual and personal aspects are reciprocally related (e.g., in that a matching environment further reinforces the dominant personal achievement goal). Moreover, even though we believe that, from a conceptual and empirical standpoint, achievement goals and achievement represent the most important outcomes to address in the first study on normative vs. appearance PAp goal structures, this focus automatically excludes other relevant external linkages, such as self-efficacy, implicit theories, self-regulated learning, test anxiety or socio-emotional variables (e.g., Bostwick, Martin, Collie, & Durksen, 2019;Edward, 2014;Janke, Bardach, Oczlon, & L€ uftenegger, 2019;Korn, Elliot, & Daumiller, 2019). Furthermore, while concerns about the measurement of (PAp) goal structures and their entanglement with personal goals are not new (e.g., Murayama & Elliot, 2009), we intend to revive them.…”

Section: Study Limitations and Future Directions For Researchmentioning

confidence: 99%

Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages

Bardach

Yanagida

Klassen

et al. 2020

The Journal of Experimental Education

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While personal performance-approach goals (PAp goals) have already been successfully bifurcated into normative and appearance PAp goals, the same distinction has not yet been applied to performance-approach goal structures (PAp goal structures). The present study therefore aimed to (a) test the factorial two-level structure of PAp goal structures to establish whether a distinction between normative and appearance components is empirically supported, and (b) explore relations to achievement and approach-oriented achievement goals (mastery-approach goals, normative and appearance personal PAp goals). This study relied on a sample of 1,004 secondary school students (53.38% females, 49 classes). Results from multilevel confirmatory factor analyses revealed that a model with two separate normative and appearance PAp goal structure factors on the individual student level, and one overall PAp goal structure factor on the classroom level fit the data best. On the individual student level, normative PAp goal structures positively predicted achievement, whereas appearance PAp goal structures negatively predicted achievement. Each PAp goal structure type showed the strongest relation to the matching personal PAp goal, but no relations to mastery-approach goals were found. On the classroom level, the high associations between the overall PAp goal structure and personal PAp goals raised concerns on their empirical distinctiveness.

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“…Research into teacher motivation has shown that teachers' achievement goal pursuit matters, for teachers themselves as well as for their teaching outcomes. Studies conducted in different countries and in different types of institutions ranging from primary schools to universities have consistently documented that different achievement goals are differentially associated with teachers' coping strategies (e.g., Parker & Martin, 2009), emotional experiences (e.g., Janke, Bardach, Oczlon & Lüftenegger, 2019;Wang, Hall, Goetz, & Frenzel, 2017), wellbeing at work (e.g., Collie & Martin, 2017;Fasching, Dresel, Dickhäuser, & Nitsche 2010;Parker, Martin, Colmar, & Liem, 2012), learning behaviors (e.g., Authors, anonymized), and instructional practices (e.g., Butler, 2012;Butler & Shibaz, 2008;Retelsdorf, Butler, Streblow, & Schiefele, 2010;Retelsdorf & Günther, 2011). Nevertheless, the by now substantial body of empirical research on this subject has primarily relied on a variable-centered approach, which considers linear associations between discrete goals and one or more theoretically relevant outcomes.…”

Section: Merits and Limitations Of Latent Profile Approaches To Teachmentioning

confidence: 99%

“…TEACHER ACHIEVEMENT GOAL PROFILES student learning (Klassen & Chiu, 2010). Teachers' self-efficacy is positively related to both mastery and performance approach goals, while being negatively associated with performance avoidance goals and especially with work avoidance goals (e.g., Cho & Shim, 2013;Daumiller et al, 2016;Janke et al, 2019;Nitsche et al, 2011). As far as we are aware, no empirical studies to date have investigated whether there is any effect of the goal composition that excels the additive influence of both goals.…”

Section: P R E P R I N Tmentioning

confidence: 99%

Merits and Limitations of Latent Profile Approaches to Teachers’ Achievement Goals: A Multi-Study Analysis

Daumiller¹,

Janke²,

Butler³

et al. 2020

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Research into teacher motivation has shown that teachers’ achievement goal pursuit matters, for teachers themselves (e.g., their well-being) and teaching outcomes. While most research has followed a variable-centered approach, a multiple goal perspective has also emerged within, postulating that individuals pursue different combinations of achievement goals, or goal profiles, that might be differentially adaptive or maladaptive. The latter perspective has inspired much person-centered research on students resulting in many different profiles that often primarily differed by level differences, which limits the usefulness of this approach. In the present work, we analyzed achievement goal profiles of teachers and their usefulness by investigating whether psychologically meaningful, coherent, and generalizable profiles can be found in different populations, how such profiles are associated with teachers’ self-efficacy and work-related distress, and how powerful they are beyond a variable-centered approach. Using data from three study sets (total N = 3,681) from different countries (Israel, Germany) and different institution types (schools, universities), we found six psychologically meaningful and largely generalizable goal profiles that can be helpful in describing teachers’ goal pursuit. However, several profiles primarily differed by strength of performance goals and not by further qualitative differences, which limits the usefulness of this approach for describing differences in the quality of motivations. Further, the goal profiles had little incremental explanatory value beyond well-known effects of individual goals in explaining self-efficacy and work-related distress (ΔR² < .03). Given these findings, we critically evaluate the use of achievement goal profiles for studying the motivation of teachers (and by extension possibly also students).

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Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations

Cited by 31 publications

References 46 publications

Exploring University Instructors’ Achievement Goals and Discrete Emotions

Exploring University Instructors’ Achievement Goals and Discrete Emotions

Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages

Merits and Limitations of Latent Profile Approaches to Teachers’ Achievement Goals: A Multi-Study Analysis

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