Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation.

Autor/inn/en	Schiefele, Ulrich; Schaffner, Ellen
Titel	Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Gefälligkeitsübersetzung: Interessen, Könnensziele und Selbstwirksamkeit von Lehrkräften als Prädiktoren des Lehrhandelns und der Schülermotivation.
Quelle	In: Contemporary educational psychology, (2015) 42, S. 159-171Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2015.06.005
Schlagwörter	Eigenschaft; Einstellung (Psychologie); Grundschule; Lehrer; Schüler; Motivation; Lehren; Effizienz
Abstract	Investigated the predictive power of school teachers' educational interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Questionnaire data were collected for 110 teacher-class pairs (1,731 students aged 9-14 years; 881 of these were 5th graders and 850 were 6th graders) in 30 German elementary schools. The 110 teachers (mean age 47 years) completed the Teacher Interest Scale, Goal Orientations for Teaching Scale, Self-Efficacy for Teaching Scale, and Pattern of Adaptive Learning Scales. Student measures included subject interest, mastery goals, and perceived instructional practices. Teachers' didactic interests and self-efficacy predicted self-reported instructional practices. Student-reported instructional practices however, were significantly correlated with teachers' educational interests and mastery goals. Furthermore, while student motivation correlated with student-reported instructional practices, it did not correlate with teachers' reports. Student motivation was most enhanced by teachers' mastery-oriented instructional practices, whereby the latter was best predicted by teacher educational interest. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3