Relations between teachers' goal orientations, their instructional practices and student motivation

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

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URN: urn:nbn:de:bsz:180-madoc-379250
Document Type: Article
Year of publication: 2013
The title of a journal, publication series: Psychology
Volume: 4
Issue number: 7
Page range: 572-584
Place of publication: Atlanta, Ga.
Publishing house: Scientific Research Publ.
ISSN: 2152-7180 , 2152-7199
Publication language: English
Institution: School of Social Sciences > Pädagogische Psychologie (Dickhäuser)
Subject: 150 Psychology
Abstract: Relations between teachers’ goal orientations, their instructional practices as expressed in perceived class- room 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 as-sumption 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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