Goal Structures: The Role of Teachers' Achievement Goals and Theories of Intelligence

Autor/inn/en	Shim, Sungok Serena; Cho, YoonJung; Cassady, Jerrell
Titel	Goal Structures: The Role of Teachers' Achievement Goals and Theories of Intelligence
Quelle	In: Journal of Experimental Education, 81 (2013) 1, S.84-104 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2011.635168
Schlagwörter	Intelligence; Theories; Expectation; Goal Orientation; Performance Factors; Interaction; Teaching Methods; Motivation; Teacher Attendance; Academic Achievement; Teacher Competencies; Elementary School Teachers; Secondary School Teachers; Goodness of Fit; Multiple Regression Analysis; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Theory; Theorie; Expectancy; Erwartung; Zielorientierung; Zielvorstellung; Leistungsindikator; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; psychologische; Motivation (psychologisch); Schulleistung; Lehrkunst; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study investigated how teachers' achievement goals for teaching and implicit theories of their students' intelligence are associated with the goal structures that they create in their classrooms. Teachers ("N" = 209) reported their achievement goals for teaching (mastery, performance-approach goals, and performance-avoidance goals), implicit theories of intelligence (belief that their students' intellectual ability is malleable or fixed), and achievement goal structures that they created within their classroom (mastery vs. performance goal structures). In general, mastery goals for teaching positively predicted classroom mastery goal structure while performance-approach goals for teaching positively predicted classroom performance goal structure. However, there were significant interactions between mastery and performance-approach goals and between performance-avoidance goals and implicit theory of students' intelligence. Theoretical and practical implications are discussed. (Contains 3 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10