Pre-service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility: The moderated mediating effects of emotions about teaching

2021 ◽  
Author(s):  
Güler Çetin ◽  
Altay Eren
Keyword(s):  
Teacher Identity ◽  
Personal Responsibility ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Mediating Effects

Relations Between Achievement Goal Orientations and Math Achievement in Primary Grades: A Follow‐Up Study

2010 ◽  
Vol 54 (3) ◽  
pp. 295-312 ◽  
Author(s):  
Katrin Mägi ◽  
Marja‐Kristiina Lerkkanen ◽  
Anna‐Maija Poikkeus ◽  
Helena Rasku‐Puttonen ◽  
Eve Kikas
Keyword(s):  
Math Achievement ◽  
Primary Grades ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Follow Up Study

Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling

2021 ◽  
pp. 188-205
Author(s):  
Fatma Alkan
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Classroom Engagement ◽  
Achievement Goal Orientations ◽  
School Students

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

scholarly journals Doseganje zaposljivosti pri starajoči delovni sili; vloga starosti in doseganje ciljnih usmeritev

2021 ◽  
Author(s):  
Nena Hribar ◽  
Polona Šprajc
Keyword(s):  
Informal Learning ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Chronological Age ◽  
Achievement Goal Orientations ◽  
Positive Relation ◽  
Aging Workforce ◽  
Significant Relation

The aging workforce challenges companies to keep their aging employees employable in the workforce. This paper gives an indication as to which employees are more likely to be interested in further learning and employability. Specifically, the aim of this study was to investigate the role of chronological age and achievement goal orientations for informal and formal learning and employability. It was found that informal learning has a significant positive relation with several dimensions of employability. Furthermore, mastery-approach goal orientation also shows a significant positive relation with informal learning and employability. In addition, age had no significant relation with the achievement goal orientations. The paper stresses the need to consider characteristics other than chronological age, such as goal orientations, when considering employees’ learning behavior and employability.

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