Here today, gone tomorrow? Revisiting the stability of teachers' achievement goals.

Autor/inn/en	Praetorius, Anna-Katharina; Nitsche, Sebastian; Janke, Stefan; Dickhäuser, Oliver; Drexler, Katharina; Fasching, Michaela; Dresel, Markus
Titel	Here today, gone tomorrow? Revisiting the stability of teachers' achievement goals.
Quelle	In: Contemporary educational psychology, 39 (2014) 4, S. 379-387Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2014.10.002
Schlagwörter	Qualitative Forschung; Leistungsfähigkeit; Lehrer; Professionalisierung; Erwachsenenbildung; Leistungsmessung; Deutschland
Abstract	Teachers' achievement goals are typically considered to be stable characteristics although there are arguments for both stability and instability. Empirical investigations regarding the stability of teachers' achievement goals are rare. In this study, we investigated the stability of teachers' achievement goals (i.e., learning, performance approach, performance avoidance, and work avoidance goals) using generalizability theory. The sample comprised 166 German mathematics teachers in academic-track secondary schools who completed self-report questionnaires three times over the course of one school year. The ratio of stable to unstable aspects of teachers' achievement goals varied between 2:1 and 4:1. The number of measurement points needed for a reliable measure of the trait aspects of achievement goals varied between one and three. The results underline the importance of advancing research on teachers' achievement goals both theoretically and methodologically. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3