Relations between teachers' goal orientations, their instructional practices and students' motivation.

Autor/inn/en	Dresel, Markus; Fasching, Michaela; Steuer, Gabriele; Nitsche, Sebastian; Dickhäuser, Oliver
Titel	Relations between teachers' goal orientations, their instructional practices and students' motivation.
Quelle	In: Psychology, 4 (2013) 7, S. 572-584Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2152-7199
DOI	10.4236/psych.2013.47083
Schlagwörter	Einstellung (Psy); Lehrer; Leistungsmotivation; Mathematikunterricht; Professionalisierung; Erwachsenenbildung; Deutschland
Abstract	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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3