Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout

被引：205

作者：

Retelsdorf, Jan ^{[1
]}

Butler, Ruth ^{[2
]}

Streblow, Lilian ^{[3
]}

Schiefele, Ulrich ^{[4
]}

机构：

[1] Univ Kiel, Dept Psychol, D-24118 Kiel, Germany

[2] Hebrew Univ Jerusalem, Sch Educ, IL-91905 Jerusalem, Israel

[3] Univ Bielefeld, Dept Psychol, D-33501 Bielefeld, Germany

[4] Univ Potsdam, Dept Psychol, D-14476 Potsdam, Germany

来源：

LEARNING AND INSTRUCTION | 2010年 / 20卷 / 01期

关键词：

Achievement goal orientations for teaching; Instructional practices; Interest in teaching; Burnout; PERFORMANCE-APPROACH GOALS; ACHIEVEMENT GOALS; HELP-SEEKING; EDUCATIONAL-RESEARCH; STUDENT MOTIVATION; HIERARCHICAL MODEL; PERCEPTIONS; AVOIDANCE; CLASSROOM; DETERMINANTS;

D O I：

10.1016/j.learninstruc.2009.01.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2009 Elsevier Ltd. All rights reserved.

引用

页码：30 / 46

页数：17

共 85 条

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