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Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation

Author(s): Markus Dresel | Michaela S. Fasching | Gabriele Steuer | Sebastian Nitsche | Oliver Dickhäuser

Journal: Psychology
ISSN 2152-7180

Volume: 04;
Issue: 07;
Start page: 572;
Date: 2013;
Original page

Keywords: Teacher Motivation | Goal Orientation | Instruction | Classrooms | Achievement Motivation

Relations between teachers’ goal orientations, their instructional practices as expressed in perceived classroom 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 assumption 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.
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