scholarly journals From teachers' personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices

2022 ◽  
Vol 111 ◽  
pp. 103617
Author(s):  
Martin Daumiller ◽  
Michaela S. Fasching ◽  
Gabriele Steuer ◽  
Markus Dresel ◽  
Oliver Dickhäuser
Keyword(s):  
Instructional Practices ◽  
Achievement Goals ◽  
Goal Structures

scholarly journals From Teachers’ Personal Achievement Goals to Students’ Perceptions of Classroom Goal Structures: Via Student-oriented Goals and Specific Instructional Practices

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Markus Dresel
Keyword(s):  
Instructional Practices ◽  
Achievement Goals ◽  
Path Modeling ◽  
Mastery Goals ◽  
Goal Structures ◽  
Personal Mastery ◽  
Wide Range ◽  
Teacher Goals ◽  
And Performance ◽  
Student Reports

While research has documented associations between teachers’ achievement goals and students’ perceptions of classroom goals, little is known about the mechanisms behind these effects. To enlighten the mode of operation of teacher goals on students’ perceptions of instructional practices and classroom goal structures, a study with 84 secondary school teachers and their 1,447 students (ranging from 7th to 9th grade) in the subject of mathematics was conducted. Classroom goal structures and a wide range of specific mastery and performance-oriented instructional practices derived from Ames’ (1992) TARGET model were assessed via student reports. Teachers reported two types of goals, namely personal achievement goals and student-oriented goals. Two-level path modeling indicated that both types of teacher goals were of relevance. Student reports of teachers’ specific mastery-oriented instructional practices were predicted by teachers’ student-oriented goals and, indirectly, by their personal mastery goals (positively) and performance approach goals (negatively), while performance-oriented instructional practices were negatively predicted by teachers’ personal mastery goals. Perceived classroom goal structures were closely related to these specific instructional practices and also indirectly predicted by teachers’ personal and student-oriented goals.

Classroom goal structures, social achievement goals, and adjustment in middle school

2013 ◽  
Vol 23 ◽  
pp. 69-77 ◽  
Author(s):  
Sungok Serena Shim ◽  
YoonJung Cho ◽  
Cen Wang
Keyword(s):  
Middle School ◽  
Achievement Goals ◽  
Goal Structures ◽  
Social Achievement

Goal Structures: The Role of Teachers’ Achievement Goals and Theories of Intelligence

2013 ◽  
Vol 81 (1) ◽  
pp. 84-104 ◽  
Author(s):  
Sungok Serena Shim ◽  
YoonJung Cho ◽  
Jerrell Cassady
Keyword(s):  
Achievement Goals ◽  
Goal Structures ◽  
Theories Of Intelligence ◽  
Role Of Teachers

scholarly journals TEACHERS’ PERCEPTION OF SCHOOL GOALS AND APPROACHES TO INSTRUCTION: EFFECTS ON STUDENTS’ ACHIEVEMENT GOALS

2013 ◽  
Vol 30 (1) ◽  
Author(s):  
Abdul Basit ◽  
Fazal Ur Rehman
Keyword(s):  
Secondary Schools ◽  
Goal Orientation ◽  
Achievement Goals ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Goal Structures ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
The Subject ◽  
Perceptions Of School

Secondary school is considered to be the gateway for development of other sectors of education. It provides students the opportunity for quality education and a platform from which to proceed to higher education or vocational work. It has been a challenge for secondary schools to incorporate relevant skills, knowledge, and experience in the teaching-learning process as to address students’ needs. Some students learn English better than others even if they are given the same opportunities. The present study intended to make contributions in clarifying the findings regarding effects of goal orientations on students’ academic achievement in the subject of English. This study aimed to determine the effect of teachers’ goals and approaches to instruction on student achievement goals in the subject of English at secondary level. Main objectives of the study were to Survey the teachers’ perceptions of school goal structures for students, investigate the effects of teachers’ perceptions of school goal structures and their approaches towards instruction on students’ achievement goal orientation and to determine the kind of approaches teachers had towards instruction. It is a survey research and it was conducted in conventional classrooms in government Higher Secondary schools in district Peshawar. The sample consisted of 224 male and female teachers. The Patterns for Adaptive Learning Scale (PALS) developed and revised by Midgley et al, (2000) was used for the study. Descriptive statistics and correlation analysis were applied to identify teachers’ goals and approaches to instruction and its relationship with students’ achievement goal orientation. It was concluded that teachers’ perception of school goal structure was not significantly correlated with students’ achievement goal orientation. Teachers had low mastery approaches to instruction. Gender differences were found as more female teachers had high mastery approaches to instruction than male teachers.

Classroom Goal Structures, Social Achievement Goals, and Social Adjustment During Adolescence

2011 ◽  
Author(s):  
Sungok Serena Shim ◽  
Cen Wang ◽  
Xiaopeng Gong ◽  
Marjurie Ribeiro ◽  
Sooyoung Kim
Keyword(s):  
Social Adjustment ◽  
Achievement Goals ◽  
Goal Structures ◽  
Social Achievement
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