From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices

Daumiller M, Fasching MS, Steuer G, Dresel M, Dickhaeuser O (2022)
Teaching and Teacher Education 111: 103617.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
Download
Es wurden keine Dateien hochgeladen. Nur Publikationsnachweis!
Autor*in
Daumiller, Martin; Fasching, Michaela S.; Steuer, GabrieleUniBi; Dresel, Markus; Dickhaeuser, Oliver
Abstract / Bemerkung
To elucidate how teachers' goals matter for instructional practices and classroom goal structures, we conducted a study with 84 secondary school teachers and their 1447 students. Students reported classroom goal structures and specific mastery-and performance-oriented instructional practices. Teachers reported personal achievement goals and student-oriented goals. Two-level modeling indicated that mastery-oriented instructional practices were predicted by teachers' student-oriented goals and, indirectly, by their personal mastery goals (positively) and performance approach goals (negatively), while performance-oriented instructional practices were negatively predicted by teachers' personal mastery goals. Classroom goal structures were closely related to these instructional practices and were indirectly predicted by teachers' goals.(c) 2021 Elsevier Ltd. All rights reserved.
Stichworte
Teacher motivation; Achievement goals; Student-oriented goals; Instructional practices; Classroom goal structures
Erscheinungsjahr
2022
Zeitschriftentitel
Teaching and Teacher Education
Band
111
Art.-Nr.
103617
ISSN
0742-051X
eISSN
1879-2480
Page URI
https://pub.uni-bielefeld.de/record/2962997

Zitieren

Daumiller M, Fasching MS, Steuer G, Dresel M, Dickhaeuser O. From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices. Teaching and Teacher Education . 2022;111: 103617.
Daumiller, M., Fasching, M. S., Steuer, G., Dresel, M., & Dickhaeuser, O. (2022). From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices. Teaching and Teacher Education , 111, 103617. https://doi.org/10.1016/j.tate.2021.103617
Daumiller, M., Fasching, M. S., Steuer, G., Dresel, M., and Dickhaeuser, O. (2022). From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices. Teaching and Teacher Education 111:103617.
Daumiller, M., et al., 2022. From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices. Teaching and Teacher Education , 111: 103617.
M. Daumiller, et al., “From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices”, Teaching and Teacher Education , vol. 111, 2022, : 103617.
Daumiller, M., Fasching, M.S., Steuer, G., Dresel, M., Dickhaeuser, O.: From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices. Teaching and Teacher Education . 111, : 103617 (2022).
Daumiller, Martin, Fasching, Michaela S., Steuer, Gabriele, Dresel, Markus, and Dickhaeuser, Oliver. “From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices”. Teaching and Teacher Education 111 (2022): 103617.

Export

Markieren/ Markierung löschen
Markierte Publikationen

Open Data PUB

Web of Science

Dieser Datensatz im Web of Science®

Suchen in

Google Scholar