The Moderation Effect of Teachers’ Intrinsic Motivation on the Relationship between Perceived School Goal Structure and Achievement Goals for Teaching

2021 ◽  
Vol 27 (4) ◽  
pp. 257-280
Author(s):  
YoonJung Cho ◽  
SoRi Hwang ◽  
SungMin Sim ◽  
Stella Kang
1992 ◽  
Vol 14 (4) ◽  
pp. 375-391 ◽  
Author(s):  
Jeffrey J. Selfriz ◽  
Joan L. Duda ◽  
Likang Chi

Drawing from contemporary goal perspective theories of achievement motivation, this investigation had as its primary purpose to determine the relationship of perceived motivational climate to intrinsic motivation and attributional beliefs in a sport setting. This study also examined the degree to which the dependent variables of interest are a function of situational goal structure, dispositional goal orientations, or both. Subjects, 105 male basketball players from nine varsity high school teams, were requested to complete the four instruments. Results indicated that the Perceived Motivational Climate in Sport Questionnaire was comprised of two valid and reliable subscales, the Mastery and Performance Climate scales. Perceptions of a mastery-oriented climate positively related to reported enjoyment and the belief that effort leads to achievement. Perceptions of a performance-oriented climate were associated with the view that superior ability causes success. In general, indices of intrinsic motivation and attributional beliefs were best predicted by dispositional goal orientation.


Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 68
Author(s):  
Stéphanie Bellocchi ◽  
Virginie Leclercq

Many studies have investigated the visual magnocellular system functioning in dyslexia. However, very little is known on the relationship between the visual magnocellular system functioning and reading abilities in typical developing readers. In this study, we aimed at studying this relationship and more specifically the moderation effect of educational stage on this link. We thus tested 82 French typical developing readers (40 beginning readers—Grade 1 and 42 advanced readers—Grade 5) with reading tests and a coherent dot motion task measuring the visual magnocellular functioning. Results indicate positive correlations between visual magnocellular functioning and reading for beginning readers but not for advanced readers. Moreover, moderation analyses confirm that reading proficiency moderates the relationship between magnocellular system functioning and reading outcomes. We concluded that the relationship between visual magnocellular pathway functioning and reading abilities in typical developing readers could depend on reading proficiency.


Sign in / Sign up

Export Citation Format

Share Document