期刊
TEACHING AND TEACHER EDUCATION
卷 27, 期 7, 页码 1111-1119出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2011.05.007
关键词
Teacher motivation; Achievement goal orientation; Teachers' reference norms; Instructional practices; Teacher characteristics
This study is connected to recent research that introduced achievement goal theory as a framework for research on teacher motivation. We aimed at investigating teachers' goals' indirect effects on their instructional practices through their reference norms. Drawing on a sample of 206 teachers, structural equation modeling revealed that mastery orientation was connected to more adaptive forms of reference norms and instruction, whereas less adaptive patterns were recorded for ability-approach orientation, ability-avoidance orientation, and work avoidance. Thus, school should not only focus on the enhancement of students' mastery goals but also on fostering teachers' mastery goals. (C) 2011 Elsevier Ltd. All rights reserved.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据