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

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DOI:	https://doi.org/10.4236/psych.2013.47083
URL:	https://madoc.bib.uni-mannheim.de/37925
Weitere URL:	https://www.scirp.org/journal/PaperInformation.asp...
URN:	urn:nbn:de:bsz:180-madoc-379250
Dokumenttyp:	Zeitschriftenartikel
Erscheinungsjahr:	2013
Titel einer Zeitschrift oder einer Reihe:	Psychology
Band/Volume:	4
Heft/Issue:	7
Seitenbereich:	572-584
Ort der Veröffentlichung:	Atlanta, Ga.
Verlag:	Scientific Research Publ.
ISSN:	2152-7180 , 2152-7199
Sprache der Veröffentlichung:	Englisch
Einrichtung:	Fakultät für Sozialwissenschaften > Pädagogische Psychologie (Dickhäuser 2008-)
Fachgebiet:	150 Psychologie
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.