Rethinking teachers’ goal orientations: Conceptual and methodological enhancements

Nitsche, Sebastian; Dickhäuser, Oliver; Fasching, Michaela S.; Dresel, Markus

doi:10.1016/j.learninstruc.2010.12.001

Cited by 95 publications

(117 citation statements)

References 35 publications

(86 reference statements)

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“…In research, teacher motivation has been investigated mainly in terms of self-efficacy beliefs (e.g., Dicke et al, 2014;Klassen & Chiu, 2011;Moe, Pazzaglia, & Ronconi, 2010; see also Woolfolk Hoy, Hoy, & Davis, 2009) and goal orientations (e.g., Butler, 2007Butler, , 2012Klassen, Perry, & Frenzel, 2012;Nitsche, Dickh€ auser, Fasching, & Dresel, 2011;Retelsdorf, Butler, Streblow, & Schiefele, 2010). Less often has teacher motivation been examined in terms of intrinsic motivation (see Kunter & Holzberger, 2013;Roth, 2013) or (positive) affect Keller et al, 2014;Kunter et al, 2008).…”

Section: Journal Of Research In Science Teachingmentioning

confidence: 99%

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students' interest. So far, however, most research either focused on knowledge or motivation (both on the students' as well as the teachers' side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N ¼ 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi-method approach in combining data obtained from testinstruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi-level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students' achievement; the effect was mediated by cognitive activation. Teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students' interest, nor teacher motivation students' achievement. This implies that in order to improve students' cognitive as well as affective outcomes, both teachers' knowledge but also their motivation need to be considered. motivation need to be considered.

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Section: Journal Of Research In Science Teachingmentioning

confidence: 99%

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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“…Butler (2007) suggested that achievement goal theory is also suitable to describe teacher motivation and explain its consequences, founded on the notion that schools and classrooms not only constitute achievement contexts for students, but for teachers as well. This suggestion provoked a bundle of research in the field of teacher motivation, to the extent that a number of studies now exists to support this point of view (Butler, 2007;Butler & Shibaz, 2008;Dickhäuser et al, 2007;Malmberg, 2008;Fasching et al, 2011;Nitsche et al, 2011;Papaioannou & Christodoulidis, 2007;Retelsdorf et al, 2010;Tönjes, Dickhäuser, & Kröner, 2008).…”

Section: Achievement Goal Theorymentioning

confidence: 99%

“…Research on the structure of teacher goal orientations indicates that the aforementioned four-dimensional conceptualization is also appropriate for the population of teachers (Butler, 2007;Dickhäuser et al, 2007;Nitsche et al, 2011): Teachers' learning goal orientation refers to the aim to expand own professional competences. Teachers' performance approach and avoidance goal orientations refer to the aim to demonstrate superior teaching competences or to avoid demonstrating inferior teaching competences, respectively.…”

Section: Teachers' Goal Orientationsmentioning

confidence: 99%

“…Finally, teachers' work avoidance goal orientation refers to the aim to spend as little effort as possible in practicing the teaching profession. Existing evidence indicates that a teachers' learning goal orientation is positively associated with adaptive attitudes towards help and professional development and a more extensive learning behavior, while, in contrast, teachers' performance and work avoidance goal orientations are positively associated with maladaptive attitudes and stress experiences (Butler, 2007;Dickhäuser et al, 2007;Retelsdorf et al, 2010;Nitsche et al, 2011;Tönjes et al, 2008).…”

Section: Teachers' Goal Orientationsmentioning

confidence: 99%

“…In an attempt to more specifically explain teacher goal orientation effects, Nitsche et al (2011) suggested conceptualizing these four goal orientations as broad superordinate dimensions and then differentiating them, on a subordinated level. They proposed to differentiate learning goals with respect to the different types of professional competences a teacher can aim to expand, based on the notion that teachers need vastly diverse competences in order to accomplish the multitude of tasks demanded on them by their profession (Shulman, 1986).…”

Section: Teachers' Goal Orientationsmentioning

confidence: 99%

See 2 more Smart Citations

Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation

Dresel¹,

Fasching²,

Steuer³

et al. 2013

PSYCH

Self Cite

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Relations between teachers' goal orientations, their instructional practices as expressed in perceived classroom goal structures and students' goal orientations were analyzed, focusing also on potential moderators. Results of a questionnaire study with 46 Mathematics teachers and their 930 students supported the assumption that teachers' goal orientations affect their instructional practices and students' goal orientations. These effects were, in part, moderated by teacher beliefs (implicit theories, self-efficacy beliefs). Overall, the results provided strong support for the notion that the mechanisms underlying these effects are based on the functionality of certain instructional practices for the attainment of teachers' goals.

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Motivation and Academic Learning

Clément

Guerrién

2022

Emotional Processes in Learning Situations

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Rethinking teachers’ goal orientations: Conceptual and methodological enhancements

Cited by 95 publications

References 35 publications

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation

Motivation and Academic Learning

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