Student teachers' achievement goal orientations during teacher studies: Antecedents, correlates and outcomes

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

“…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).…”

“…Recently, Butler (2007) applied achievement goal theory also to the population of teachers. In the meantime, considerable evidence has been collected to suggest that teachers' goal orientations determine their experiences and own learning behaviors (e.g., Butler, 2007;Dickhäuser, Butler & Tönjes, 2007;Malmberg, 2008;. Furthermore, it has also been assumed that teachers' goal orientations influence their instructional practices as well as the motivation and learning behavior of their students.…”

Perception and Experience of Teacher Educators about Their Motivation: A Case Study Approach

“…It can be encouraged through freedom and trust of employees to appreciate their abilities, intentions and efforts (Ryan & Deci, 2000b) to catalyse their students to become satisfied to work with autonomy, competence and relatedness (Ryan and Deci, 2000a;Medved, 1982), as it plays a vital role in teachers' motivation in China (Tang, 2011). Because the performance approach, goal orientation, reflective thinking, intrinsic motivation and control-expectancy belief were found associated with the mastery of goal orientation and achievement (Malmberg, 2008) among Finnish and Swedish teachers. Whereas, the extrinsic motivation is connected with external rewards such as salary or pay (Armstrong, 1996), free accommodation, free meals, material assets, positive evaluations, weekly paid duty, extra teaching allowances, advance payments and loans, leave encashment and medical facilities or allowances.…”

Relations Between Goal-Orientation Profiles and Teacher Efficacy, Psychological Well-Being, and Job Satisfaction in Early Childhood and Elementary School Teachers: Using Latent Profile Analysis

“…Some research has focused on teachers' achievement goals (Butler, 2007;Retelsdorf, Butler, Streblow, & Schiefele, 2010), using mastery / performance distinctions to explain teacher and student-teacher goals (Malmberg, 2008). Butler (2007) identified four goal orientations including mastery (learning and developing professional competence), ability-approach (demonstrating superior teaching ability), ability-avoidance (avoiding demonstrating inferior teaching ability), and ISSN 1446-5442 Website: www.newcastle.edu.au/journal/ajedp/ work-avoidance (getting through the day with minimal effort).…”