Change in Achievement Goals Across a Semester: The Role of Performance Feedback and Self-Efficacy

2014 ◽  
Author(s):  
Caroline O. Hart ◽  
Christian E. Mueller
Keyword(s):  
Performance Feedback ◽  
Self Efficacy ◽  
Achievement Goals

Achievement goals and creativity: the mediating role of creative self-efficacy

2020 ◽  
Vol 40 (10) ◽  
pp. 1249-1269
Author(s):  
Kaiye Du ◽  
Yan Wang ◽  
Xuran Ma ◽  
Zheng Luo ◽  
Ling Wang ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Mediating Role ◽  
Creative Self

An Exploration of Some Antecedents and Consequences of Creative Self-Efficacy: The Role of Achievement Goals, Enjoyment and Divergent Thinking

2016 ◽  
Vol 3 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Rogelio Puente-Diaz ◽  
Judith Cavazos Arroyo
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Structural Equation ◽  
Divergent Thinking ◽  
Thinking Skills ◽  
Positive Influence ◽  
Measuring Achievement ◽  
Antecedents And Consequences ◽  
Creative Self

AbstractWe examined the role of task-, self- and other-approach achievement goals and enjoyment as antecedents of creative self-efficacy and the influence of creative self-efficacy on divergent thinking scores among children from Mexico. Participants completed a battery of questionnaires measuring achievement goals, creative self-efficacy, enjoyment and divergent thinking skills. We used Structural Equation Modelling to test our hypotheses, treating the variables as latent. Results showed a positive influence of other-approach achievement goals and enjoyment on creative self-efficacy. The influence of creative self-efficacy on divergent thinking scores was not significant. The implications of our results are discussed.

scholarly journals Do Teachers’ Achievement Goals and Self-efficacy Beliefs Matter for Students’ Learning Experiences? Evidence from Two Studies on Perceived Teaching Quality and Emotional Experiences

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke ◽  
Julia Hein ◽  
Raven Rinas ◽  
Oliver Dickhäuser ◽  
...  
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Teacher Motivation ◽  
Learning Experiences ◽  
Teaching Quality ◽  
And Performance ◽  
Avoidance Goals ◽  
Teacher Motivations

Although teacher motivation is posited to matter for students’ learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers’ achievement goals and self-efficacy for students’ learning experi-ences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers’ motivations at the semester start, and students’ course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicat-ed favorable associations for teachers’ self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students’ learn-ing experiences weekly regarding 828 specific course sessions. Additionally, we included teach-ers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and il-luminates the importance of their specificity.

Quality of teachers' and peers' behaviors and achievement goals: The mediating role of self-efficacy

2019 ◽  
Vol 73 ◽  
pp. 147-156 ◽  
Author(s):  
Loredana R. Diaconu-Gherasim ◽  
Cornelia Măirean ◽  
Laura E. Brumariu
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Mediating Role

scholarly journals Humor in University Teaching: Role of Teachers’ Achievement Goals and Self-efficacy for their use of Content-related Humor

2019 ◽  
Author(s):  
Martin Daumiller ◽  
Sonja Bieg ◽  
Oliver Dickhäuser ◽  
Markus Dresel
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
University Teaching ◽  
Quality Of Higher Education ◽  
Teaching Role ◽  
Student Assessments ◽  
Avoidance Goals ◽  
Instructional Humor

Teachers’ content-related humor matters for the quality of higher education, however, little is known about the circumstances under which teachers use it. From a socio-cognitive perspective, teachers’ achievement goals and self-efficacy appear to be relevant personal precursors. We investigated their effects on content-related humor in two studies. In Study 1, 229 teachers (79 female; 159 PhDs; 33 full professors) participated with 387 courses while 10,296 students assessed the humor in these courses. Study 2 used a similar design for 45 teachers (20 female; 27 PhDs, 9 full professors), 116 course sessions, and 2,333 student assessments. Three-level-analyses pointed to substantial variance in students’ assessments of content-related humor which could be attributed to differences between courses/sessions within teachers (ICC=.12–.13) and between teachers themselves (ICC=.21). In both studies, performance (appearance component) avoidance goals emerged as negative predictors, and relational goals and self-efficacy as positive predictors of content-related humor, highlighting the relevance of instructors’ motivations for the use of instructional humor.

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