Teachers' goal orientations for teaching: Associations with instructional practices,interest in teaching,and burnout |
| |
| Authors: | Jan Retelsdorf Ruth Butler Lilian Streblow Ulrich Schiefele |
| |
| Institution: | 1. Department of Psychology, University of Augsburg, Augsburg, Germany;2. Department of Educational Psychology, University of Mannheim, Mannheim, Germany;1. Department of Psychology, University of Mannheim, D-68131 Mannheim, Germany;2. German Institute for International Educational Research, D-60486 Frankfurt, Germany;3. Department of Psychology, University of Augsburg, D-86159 Augsburg, Germany |
| |
| Abstract: | Two studies (one longitudinal) were designed to extend Butler's model of teachers' goal orientations for teaching. In Study 1, results from 281 teachers in Germany confirmed the predicted four-factor model comprising mastery, ability-approach, ability-avoidance, and work-avoidance goal orientations. As expected, mastery orientation and work avoidance emerged as positive and negative predictors, respectively, of adaptive patterns of instruction (mastery-oriented practices and cognitive stimulation) and high interest in teaching and low burnout; associations for both ability orientations were less consistent. In Study 2, 69 Israeli teachers completed the measures of instructional practices, interest in teaching and burnout several months after reporting their goal orientations. Results were very similar to those of Study 1. The two studies confirm that research on teachers' goal orientation is promising and has implications for understanding how teacher motivation might influence both teachers and their students. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
