کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374343 | 622489 | 2011 | 9 صفحه PDF | دانلود رایگان |
![عکس صفحه اول مقاله: Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices](/preview/png/374343.png)
This study is connected to recent research that introduced achievement goal theory as a framework for research on teacher motivation. We aimed at investigating teachers’ goals’ indirect effects on their instructional practices through their reference norms. Drawing on a sample of 206 teachers, structural equation modeling revealed that mastery orientation was connected to more adaptive forms of reference norms and instruction, whereas less adaptive patterns were recorded for ability-approach orientation, ability-avoidance orientation, and work avoidance. Thus, school should not only focus on the enhancement of students’ mastery goals but also on fostering teachers’ mastery goals.
► Four-factor structure of achievement goals for teaching was replicated.
► Indirect effects from teachers’ goals on instruction through reference norms.
► Teachers’ mastery goals are adaptive.
► No divergent effects for ability-approach and ability-avoidance goals.
Journal: Teaching and Teacher Education - Volume 27, Issue 7, October 2011, Pages 1111–1119