Here today, gone tomorrow? Revisiting the stability of teachers' achievement goals

Praetorius, Anna‐Katharina; Nitsche, Sebastian; Janke, Stefan; Dickhäuser, Oliver; Drexler, Katharina; Fasching, Michaela S.; Dresel, Markus

doi:10.1016/j.cedpsych.2014.10.002

Cited by 36 publications

(36 citation statements)

References 38 publications

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“…Additionally, we observed moderate stability of goals over time (r = .50-.71) with masterybased goals being descriptively slightly less stable than performance-based goals, having slightly more variability in professional learning time and gains over time (r = .35-53), and a rather strong temporal stability of burnout/engagement levels (r = .78). 6 The stability of achievement goals for research over six months was in a similar range to that typically observed when investigating the stability of achievement goals of other populations over time (e.g., Janke & Dickhäuser, 2018; Praetorius et al, 2014;Senko, Hulleman, & Harackiewicz, 2011), indicating that goals contain temporally stable as well as variable aspects (Jagacinski, Kumar, Boe, Lam, & Miller, 2010; Tuominen-Soini, Salmela-Aro, & Niemivirta, 2011).…”

Section: Resultsmentioning

confidence: 60%

“…Lastly, our findings show a moderate stability of goals over six months, implying that they contain a substantial portion of stable, personal fractions while at the same time also being variable (Bürger & Schmitt, 2017;Corker, Donnellan, & Bowles, 2013;Fryer & Elliot, 2007;Praetorius et al, 2014). This affirms that the achievement goal approach is sensible to describe actual differences between researchers in their motivations, while enabling practical implications (based on their goals being able to change).…”

Section: P R E P R I N Tmentioning

confidence: 64%

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Researchers’ Achievement Goals: Prevalence, Structure, and Associations with Job Burnout/Engagement and Professional Learning

Daumiller¹,

Dresel²

2019

Preprint

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Researchers' motivations are important for high-quality research and the productivity of the scientific system, but remain largely uninvestigated. Using three studies, we tested the usefulness of Achievement Goal Theory (AGT) for describing research motivations, investigated which goals researchers pursue, and examined their associations with job burnout/engagement and professional learning. Interviewing 20 researchers (Study 1), we found that most of their goals in the research context were classifiable as achievement goals. Apart from mastery and performance goals that are well-established in the AGT literature, they also mentioned relational and work-avoidance goals.Mastery goals comprised task and learning standards, performance goals comprised appearance and normative strivings. In Study 2, we used a standardized questionnaire to assess these goals in 824 researchers, along with burnout/engagement, professional learning time, and professional learning gains. Results confirmed the separability of all conceptualized goals, measurement invariance across academic status, and differential patterns of associations with burnout/engagement and professional learning. In Study 3, we analyzed these constructs in 471 researchers at two time points, six months apart. Results attested measurement invariance over time. Cross-lagged analyses documented similar associations as in Study 2. Learning approach and relational goals had positive effects on professional learning; appearance avoidance and workavoidance goals were negative predictors. In contrast, burnout was negatively predicted by normative avoidance goals. However, high initial burnout levels were associated with reduced task approach and learning approach, and stronger work-avoidance goals six months later. Taken together, the results highlight the usefulness of AGT for understanding researchers' motivations, and their relatedness with professional learning and well-being at work.

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Section: Resultsmentioning

confidence: 60%

Section: P R E P R I N Tmentioning

confidence: 64%

Researchers’ Achievement Goals: Prevalence, Structure, and Associations with Job Burnout/Engagement and Professional Learning

Daumiller¹,

Dresel²

2019

Preprint

Self Cite

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“…B. Janke et al, 2015;Praetorius et al, 2014). Diese Arbeiten indizierten, dass das Zielstreben von Lehrkräften stabile sowie variable Anteile hat, von denen angenommen werden kann, dass sie auf stabile Charakteristika der Person (z.…”

Section: Stabilität Und Veränderbarkeit Der Lehrkraft-zieleunclassified

“…B. aktuelles Interesse) oder des Kontexts (z. B. Lerngelegenheit) zurückgeführt werden können (Praetorius et al, 2014). Dies fügt sich unmittelbar in die Abgrenzung aktueller Motivation und motivationaler Tendenzen im vorgeschlagenen Rahmenmodell der Lehrkraftmotivation in Abbildung 1 ein.…”

Section: Stabilität Und Veränderbarkeit Der Lehrkraft-zieleunclassified

Motivation von Lehrkräften

Daumiller¹

2019

Preprint

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Motivation von Lehrkräften gilt als wichtige Bedingung der Unterrichtsqualität, des Kompetenzzuwachses der Schüler(innen) sowie des Lernens und Wohlbefindens der Lehrkräfte. In den letzten Jahren ist dieses theoretische Konstrukt vermehrt in den Blick der empirischen Forschung gerückt und es wird vielfach mehr Forschung dazu gefordert. Es liegen verschiedene theoretische Konzepte und unterschiedliche Zugänge zur Motivation von Lehrkräften vor, zu denen der vorliegende Beitrag einen Überblick gibt und sie in ein übergeordnetes Modell einordnet. Durch diese Übersicht der Forschung zu Berufswahlgründen, Interesse, Selbstwirksamkeitserwartungen, der Zielorientierungstheorie sowie der Selbstbestimmungstheorie werden Bedingungsfaktoren, Korrelate und Folgen der Lehrkraftmotivationen expliziert, integrativ eingeordnet und kritisch diskutiert, was essenziell für deren empirische und praktische Nutzbarmachung ist.

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“…Numerous studies have shown substantial stability as well as situational variability in goal orientation (Fryer and Elliot, 2007; Husemann et al, 2007; Praetorius et al, 2014). Transitions into new contexts also seem to have a particularly strong influence.…”

Section: Introductionmentioning

confidence: 99%

New Challenge, New Motivation? Goal Orientation Development in Graduates of Higher Track Schools and Their Peers in Vocational Training

2018

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Many studies have demonstrated a decrease in mastery-approach goals and an increase in performance-approach goals after students’ transition from primary to secondary education. A theoretical explanation for this phenomenon is a deteriorating fit between a learner’s needs and environmental conditions. The purpose of this study was to further examine the development of students’ goal orientation after they graduated from a higher track secondary school and transitioned to university or vocational training as compared with peers who chose vocational training earlier. We also examined the fit between the students’ needs and the conditions in the new educational context to elaborate on the differential fit hypothesis. Data from 487 students and trainees who participated in a German longitudinal school study were available for our analyses. Latent change score models indicated a significant increase in mastery-approach and a decrease in performance-approach goals for higher track graduates after they transitioned to a new educational context, paralleled by an adequate fit between the learners’ needs and the new educational context. For their peers who started vocational training early, mastery-approach goals seem to remain stable, whereas performance-approach goals decreased over time. The results are discussed in the context of the stage-environment fit theory.

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Here today, gone tomorrow? Revisiting the stability of teachers' achievement goals

Cited by 36 publications

References 38 publications

Researchers’ Achievement Goals: Prevalence, Structure, and Associations with Job Burnout/Engagement and Professional Learning

Researchers’ Achievement Goals: Prevalence, Structure, and Associations with Job Burnout/Engagement and Professional Learning

Motivation von Lehrkräften

New Challenge, New Motivation? Goal Orientation Development in Graduates of Higher Track Schools and Their Peers in Vocational Training

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