Primary mathematics teachers’ goal orientations and student achievement

Throndsen, Inger; Turmo, Are

doi:10.1007/s11251-012-9229-2

Cited by 21 publications

(19 citation statements)

References 23 publications

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“…Specifically, these beliefs accounted for almost twice as much of the variance in students' math achievement than in reading comprehension. This finding resonates well with prior research (e.g., Allinder, 1995;Hines, 2008;Midgley, Feldlaufer, & Eccles, 1989;Throndsen & Turmo, 2013), in which modest positive associations between general TSE and math achievement were found. Possibly, students' math performance may be more affected by instructional and motivational processes than literacy-related tasks, including reading comprehension.…”

Section: Associations Between Teachers' Self-efficacy and Students' Asupporting

confidence: 91%

“…Prior empirical research on students' achievement in specific subject areas seems to substantiate these meta-analytic findings. Some of these studies noted positive relations between general TSE and students' performance in reading, science, and mathematics (e.g., Allinder, 1995;Cantrell, Almasi, Carter, & Rintamaa, 2013;Guo, McDonald Connor, Yang, Roehring, & Morrison, 2012;Lumpe, Czerniak, Haney, & Beltyukova, 2012;Throndsen & Turmo, 2013). In several other studies, https://doi.org/10.1016/j.cedpsych.2018.09.006 however, the hypothesis that TSE may contribute to students' achievement in these subjects could not be supported (Heneman et al, 2006;Reyes, Brackett, Rivers, White, & Salovey, 2012;Tournaki & Podell, 2005).…”

Section: Introductionmentioning

confidence: 99%

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How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement

Zee

Koomen

Jong

2018

Contemporary Educational Psychology

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Despite the common idea that teachers' self-efficacy (TSE) is associated with achievement, research findings in this area are ambiguous at best. In the current study, we took a multilevel perspective on the relationship between TSE and students' academic achievement and evaluated how different levels of conceptualization and measurement of TSE may affect this association. General and student-specific TSE scales and standardized achievement tests were administered among a sample of 360 fourth-to-sixth grade students and 49 teachers from 19 regular elementary schools across the Netherlands. Doubly latent multilevel structural equation modeling was used to test for direct relationships. Results indicated that student-level TSE was positively associated, and classroom-level TSE negatively associated with reading and math achievement. Teachers' aggregated studentspecific self-efficacy was only associated with average classroom achievement in mathematics. These results illustrate how further specification of TSE scales and addressing the appropriate level of analysis may help to better explain variation in student academic outcomes and teacher self-efficacy.

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Section: Associations Between Teachers' Self-efficacy and Students' Asupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement

Zee

Koomen

Jong

2018

Contemporary Educational Psychology

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“…Replication of our study in other educational sectors (primary education, secondary education, higher education) is needed to validate the number and content of goal orientation profiles. Moreover, future research should point out to what extent goal orientation profiles predict teacher cognitions and behaviors such as self-efficacy (Runhaar et al, 2010;Schiefele & Schaffner, 2015;Throndsen & Turmo, 2013;Butler, 2007;Cho & Shim, 2013;Deemer, 2004;Inbar-Furst & Gumpel, 2015;Kilday, Lenser, & Miller, 2016;Künsting, Neuber, & Lipowsky, 2016;Kucsera, Roberts, Walls, Walker, & Svinicki, 2011;Hoffmann, Huff, Patterson, & Nietfeld, 2009); proactive behavior (Zhang et al, 2016); instructional practices (Nitsche et al, 2013;Retelsdorf et al, 2010), and engagement (Han et al, 2016;Kunsting et al, 2016;Parker et al, 2012;Skaalvik & Skaalvik, 2013).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Kunst

Woerkom

2017

Vocations and Learning

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Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, teachers differ in their attitude towards learning activities. This paper examined how different goal orientation profiles are related to participation in professional development activities (acquiring information and asking feedback). To this end, we conducted latent profile analysis based on a sample of 984 teachers in vocational education. Five profiles were identified: diffuse (50.1%), moderate learning (12.3%), high avoidance (10.9%), performance oriented (15.9%) and success oriented (10.7%). Furthermore, means of acquiring information and asking feedback from teachers were compared across the profiles. Teachers with a success-oriented profile (high learning and performance approach goals) scored significantly higher while teachers with a high-avoidance profile scored significantly lower on asking for feedback and acquiring information. Exploration of background characteristics indicated that age, gender and work experience outside education were related to the goal orientation profiles. Our findings show that goal orientation profiles can be used to explain individual differences in teachers' propensity to engage in professional development activities.Keywords Goal orientation . Teachers . Asking feedback . Information acquisition . Latent profile analysis . Professional development Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, research shows that teachers differ strongly in how actively they engage in formal and informal learning activities Vocations and Learning (2018) 11:91-111

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“…Students' goal orientations for success become teachers' goal orientations for success, at the same time. In other words, not only the performance and learning goal orientations of students but also the mastery and performance goal orientations of teachers play a part in the teaching-learning process (Throndsen and Turmo, 2013). In the school environment, different teachers may have different goal orientations.…”

Section: Introductionmentioning

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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Primary mathematics teachers’ goal orientations and student achievement

Cited by 21 publications

References 23 publications

How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement

How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Turkish Primary School Teachers’ Goal Orientations for Teaching

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