The 2 × 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes

Norouzi, Monireh; Kiany, Gholam Reza; ShayesteFar, Parvaneh; Allami, Hamid

doi:10.1016/j.stueduc.2021.101011

Cited by 5 publications

(4 citation statements)

References 65 publications

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“…Alibakhshi et al (2020) observed that teachers with high self-efficacy experienced higher job satisfaction and less burnout, resulting in higher motivation among their students. Teachers' mastery approach goals were positively associated with their emotional exhaustion, while the opposite was found for mastery avoidance goals (Norouzi et al, 2021). Teachers' support also plays an important role in lessening learners' academic burnout (Karimi & Fallah, 2021).…”

Section: Studies On Language Learning Anxiety In Relation To Achievem...mentioning

confidence: 98%

“…Negative emotions in terms of burnout and emotional exhaustion have been studied in relation to achievement motivation as another recurring theme in the third highest number of studies (N=5) (Alibakhshi et al, 2020;Ghanizadeh & Jahedizadeh, 2017;Jahedizadeh et al, 2016;Karimi & Fallah, 2021;Norouzi et al, 2021). Alibakhshi et al (2020) observed that teachers with high self-efficacy experienced higher job satisfaction and less burnout, resulting in higher motivation among their students.…”

Section: Studies On Language Learning Anxiety In Relation To Achievem...mentioning

confidence: 99%

“…Norouzi et al (2021) developed a 2×2 model of teacher achievement goal scale to quantify EFL teachers' mastery approach and mastery avoidance goals Zheng et al (2017). introduced an academic self-efficacy scale to measure the teachers' or parental influence in forming self-efficacy during their formative years Li et al (2022).…”

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confidence: 99%

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Five Decades of Achievement Motivation Research in Elt: A Systematic Literature Review

Shurovi,

Yahaya,

Hajimia

et al. 2024

MJLI

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Purpose – There is an absence of systematic review papers in the achievement motivation theories literature. In terms of currentresearch trends, English learning motivation is gaining attention as a determiner of success in FLA. Hence, this review aims to trace thetrends in the empirical studies on achievement motivation theories and tools, ranging from 1970 to 2022. Methodology – With a focus on theories, diversity of research participants, and practical ELT-related issues addressed by previousresearchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of 91 empirical studieson theories of achievement motivation. Findings – The majority of the published studies were from China and Iran. There was also a large number of studies conducted on tertiary-level learners. Structural equation modelling was found to be the most widely used analysis. In addition, technology-assisted learning is the current trend in achievement motivation research. Significance – This paper offers new insights into the existing achievement motivation literature and identifies the research gaps.This study recommends more studies on expectancy-value theory including in-depth qualitative studies involving culturally diversepopulations and experimental research to develop more effective pedagogical approaches and expand the current understanding ofachievement motivation.

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Section: Studies On Language Learning Anxiety In Relation To Achievem...mentioning

confidence: 98%

Section: Studies On Language Learning Anxiety In Relation To Achievem...mentioning

confidence: 99%

See 1 more Smart Citation

Five Decades of Achievement Motivation Research in Elt: A Systematic Literature Review

Shurovi,

Yahaya,

Hajimia

et al. 2024

MJLI

View full text Add to dashboard Cite

show abstract

“…According to educational institutions, the competences that professors must develop to guarantee students' success are very broad, which, following the classification of Valdivieso et al [9], are: the socio-emotional capacity, responsible for ensuring school coexistence; empathy; class dynamization; conflict mediation [10][11][12]; instrumental competence, which involves adequate planning and control of the class and the correct adaptation to new 2 of 12 situations [12,13]; and finally, the competence in relational communication, which is of great importance, although sometimes very neglected, and is in charge of controlling what and how messages are transmitted through non-verbal communication [14,15].…”

Section: Introductionmentioning

confidence: 99%

Design and Validation of the Non-Verbal Immediacy Scale (NVIS) for the Evaluation of Non-Verbal Language in University Professors

Puertas-Molero

Zurita-Ortega

González-Valero

et al. 2022

IJERPH

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Knowledge and awareness of how to use non-verbal language is essential for the educational field. For this reason, the aim of this study was to develop a validation that validly and reliably measures the analysis of non-verbal language in university teachers. Content validation was carried out by applying the Delphi technique and through an exploratory and confirmatory analysis. The validity of understanding is given by the application of the scale to 1316 university teachers between 24 and 67 years of age. The initial data collected through the Delphi technique provided some modifications. The final scale, called Non-verbal immediacy, was composed of a total of 26 items that presented satisfactory adjustments in both comprehension and outcome validity. Confirmatory factor analysis determined three dimensions (kinesics, paralanguage, and proxemics). These factors will be a new element for future lines of research related to the teaching-learning process, as high relationships have been demonstrated between non-verbal language and psychosocial aspects implicit in teaching practice, as well as comprehension and student learning.

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Teachers’ achievement goal orientations: A systematic review of 15 Years of published empirical research

Han

Gao

2023

Teaching and Teacher Education

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The 2 × 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes

Cited by 5 publications

References 65 publications

Five Decades of Achievement Motivation Research in Elt: A Systematic Literature Review

Five Decades of Achievement Motivation Research in Elt: A Systematic Literature Review

Design and Validation of the Non-Verbal Immediacy Scale (NVIS) for the Evaluation of Non-Verbal Language in University Professors

Teachers’ achievement goal orientations: A systematic review of 15 Years of published empirical research

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