Striving to connect and striving to learn: Influences of relational and mastery goals for teaching on teacher behaviors and student interest and help seeking

被引：61

作者：

Butler, Ruth ^{[1
]}

Shibaz, Limor ^{[1
]}

机构：

[1] Hebrew Univ Jerusalem, IL-91905 Jerusalem, Israel

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2014年 / 65卷

基金：

以色列科学基金会;

关键词：

Teacher motivation; Achievement goals; Teacher caring; ACHIEVEMENT GOALS; SOCIAL-ENVIRONMENT; MOTIVATION; PERCEPTIONS; CLASSROOM; ORIENTATION; SCHOOL; ASSOCIATIONS; PREDICTORS; ENGAGEMENT;

D O I：

10.1016/j.ijer.2013.09.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We extended a new achievement goal approach to teacher motivation to predict that relational strivings to achieve caring relationships with students and mastery strivings to develop competence have different consequences for teacher behaviors and thus for students. Participants were 341 teachers in Study 1 and 51 middle school teacher-class pairs (1281 students) in Study 2. As hypothesized, teacher relational goals predicted teacher reports of social support for students and teacher mastery goals predicted teacher reports of cognitively stimulating instruction (CSI). HLM analyses of Study 2 data confirmed that teacher relational goals predicted student help seeking via the relation with perceived teacher social support. Teacher mastery goals predicted student interest; this relation was partially mediated by perceived CR Results establish strivings to connect and to learn as distinct systems of teacher motivation. (C) 2013 Elsevier Ltd. All rights reserved.

引用

页码：41 / 53

页数：13

共 47 条

[1] CLASSROOMS - GOALS, STRUCTURES, AND STUDENT MOTIVATION [J].