scholarly journals Structure and Relationships of University Instructors’ Achievement Goals

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Robert Grassinger ◽  
Oliver Dickhäuser ◽  
Markus Dresel
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Linear Models ◽  
Teaching Quality ◽  
Theoretical Concept ◽  
Confirmatory Factor Analyses ◽  
University Instructors ◽  
Work Avoidance ◽  
Measuring Achievement ◽  
Avoidance Goals

The present study examines the achievement goals of university instructors, particularly the structure of such goals, and their relationship to biographic characteristics, other aspects of instructors’ motivation, and teaching quality. Two hundred and fifty-one university instructors (184 without Ph.D., 97 with Ph.D., thereof 51 full professors; 146 males, 92 females) answered a questionnaire measuring achievement goals, self-efficacy, and enthusiasm in altogether 392 courses. Teaching quality was assessed using reports from 9,241 students who were attending these courses. Confirmatory factor analyses revealed mastery, performance approach, performance avoidance, work avoidance, and relational goals as being distinguishable from each other. Distinct relationships were found between different instructors’ achievement goals, and gender, age, and career status as well as self-efficacy and enthusiasm. Hierarchical linear models suggested positive associations of instructors’ mastery goals with teaching quality, while negative associations were indicated for performance avoidance goals and work avoidance goals in relation to teaching quality. Exploratory analyses conducted due to a quite large correlation between performance approach and performance avoidance goals indicated that for university instructors, differentiating performance goals into appearance and normative components might also be adequate. All in all, the study highlights the auspiciousness of the theoretical concept of university instructors’ achievement goals and contributes to making it comprehensively accessible.

scholarly journals University Instructors’ Implicit Theories of Intelligence, Achievement Goals for Teaching, and Teaching Quality

2020 ◽  
Author(s):  
Kristina Loderer ◽  
Markus Dresel ◽  
Oliver Dickhäuser ◽  
Martin Daumiller
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Structural Equation ◽  
Implicit Theories ◽  
Instructional Quality ◽  
Teaching Quality ◽  
Equation Modeling ◽  
University Instructors ◽  
Work Avoidance ◽  
Avoidance Goals

University instructors’ goals for teaching are important for teaching quality. However, studies examining factors that shape instructors’ goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory and Dweck’s (1999) achievement motivation framework, we analyzed whether differences in teaching goals are attributable to differences in ITs, and whether goals mediate the relation between ITs and instructional quality. Structural equation modeling yielded the expected relations between goals and instructional quality (positive for mastery and performance approach goals; negative for performance avoidance and work avoidance goals). As hypothesized, stronger endorsement of incremental ITs was positively related to mastery, and negatively to work avoidance goals. However, ITs were unrelated to performance goals. Indirect effects of ITs on teaching quality via goals were significant but rather weak. Implications for research and fostering teaching motivation are discussed.

Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education: A Longitudinal Analysis

2013 ◽  
Vol 112 (3) ◽  
pp. 771-787 ◽  
Author(s):  
Gunnar Bjørnebekk ◽  
Åge Diseth ◽  
Robin Ulriksen
Keyword(s):  
Academic Achievement ◽  
Path Analysis ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Longitudinal Research ◽  
Science Students ◽  
Achievement Level ◽  
Measuring Achievement ◽  
And Performance ◽  
Avoidance Goals

The present study investigated the joint effects of achievement motives, self-efficacy, and achievement goals as predictors of subsequent academic achievement among educational science students. A longitudinal research design allowed for measurement of motivational variables at several stages of education during bachelor courses (subsequent to the introductory courses), firstly by measuring achievement motives, secondly by self-efficacy and achievement goals. Subsequently, students' academic achievement level was measured at four different points in time, until they finished the last course for their bachelor degrees. A multivariate path analysis showed consistent relations between the motivational variables. The motive to avoid failure positively predicted the adoption of avoidance goals (both mastery and performance) and negatively predicted self-efficacy. Academic achievement was mainly predicted by the motive for success and performance-avoidance goals. The path analysis also showed strong relationships between the examination grades at different points in time.

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.

scholarly journals The Role of Parental Self-Efficacy in Explaining Children’s Academic Outcomes

2020 ◽  
Author(s):  
Andreja Bubić ◽  
Antonela Tošić ◽  
Irena Mišetić
Keyword(s):  
Parental Involvement ◽  
Educational Outcomes ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Personal Characteristics ◽  
School Students ◽  
Perceived Academic Control ◽  
Work Avoidance ◽  
Academic Control ◽  
Avoidance Goals

Students’ educational outcomes are influenced by several factors that are not directly related to their personal characteristics, among which parental beliefs and behaviours are of special relevance. The present study was conducted on a sample of 301 primary school students and their parents, who completed a set of prepared questionnaires used for investigating the contribution of parental self-efficacy and the perception of parental involvement to students’ academic achievement, perceived academic control and achievement goals. The obtained results indicated parental self-efficacy as a predictor of perceived academic control and avoidance goals, whereas perception of parental involvement predicted perceived academic control, mastery approach and work avoidance goals. These findings confirm and extend previous knowledge regarding the relevance of parents’ engagement to children’s educational outcomes.

scholarly journals Shifting from Face-to-Face to Online Teaching During COVID-19: The Role of University Faculty Achievement Goals for Attitudes Towards This Sudden Change, and Their Relevance for Burnout/Engagement and Student Evaluations of Teaching Quality

2020 ◽  
Author(s):  
Martin Daumiller ◽  
Raven Rinas ◽  
Julia Hein ◽  
Stefan Janke ◽  
Oliver Dickhäuser ◽  
...  
Keyword(s):  
Student Learning ◽  
Achievement Goals ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Sudden Change ◽  
Teaching Quality ◽  
Faculty Members ◽  
Face To Face ◽  
Work Avoidance ◽  
Avoidance Goals

As a result of the COVID-19 pandemic, many higher education faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. To elucidate interindividual differences in online teaching and learn-ing during this unexpected circumstance, we focus on faculty members’ attitudes towards this shift and examine their associations with underlying motivations as well as burnout/engagement and student learning. We analyzed longitudinal data of 80 faculty members’ achievement goals during the semester prior to shifting to online teaching, and their attitudes and burn-out/engagement during the first semester with enforced online teaching. Additionally, we used 703 student ratings of these faculty members’ teaching quality in terms of student learning. Re-sults indicated that learning approach goals of faculty were positively associated with perceiving the shift to online teaching as a positive challenge and as useful for their own competence de-velopment. Conversely, performance (appearance) avoidance goals and work avoidance goals went along with perceiving this change as threatening, which, in turn, was related to increased burnout levels and students reporting their learning to be worse. Taken together, these findings point to the relevance of faculty goals and attitudes for successful online teaching and learning.

scholarly journals University Instructors’ Achievement Goals for Teaching

2019 ◽  
Author(s):  
Martin Daumiller ◽  
Oliver Dickhäuser ◽  
Markus Dresel
Keyword(s):  
Positive Affect ◽  
Achievement Goals ◽  
Teaching Quality ◽  
Equation Modeling ◽  
Performance Goals ◽  
Goal Structure ◽  
Staff Members ◽  
University Instructors ◽  
And Performance ◽  
Avoidance Goals

Achievement goals of university instructors for teaching were examined. We investigated the structure of these goals, the stability of this structure across different groups of instructors, and the relations of these goals to teaching-related outcomes. Achievement goals, positive affect, attitudes toward help, and self-reported teaching quality were assessed in a sample of 1,066 German university instructors from three different status groups (221 full professors, 370 postdoc staff members, 427 staff members without a PhD). The results confirmed that the well-established mastery, performance approach, and performance avoidance goals are likewise valid for university instructors, and that an appearance and a normative component of performance goals can be distinguished. Learning avoidance goals could be distinguished from learning approach goals and task goals could be separated from learning and performance goals. Also, work avoidance and relational goals were distinct from all previous goals. A model representing all differentiations adequately fitted the data. The goal structure was found to be completely invariant across different status groups of instructors—however, groups differed by mean levels of goals. Structural equation modeling pointed to the relevance of the goals: Theoretically sensible relationships with positive affect, attitudes toward help, and teaching quality affirmed the predictive validity of each goal class. Again, these relations were identical for all groups of instructors, highlighting the importance of the addressed goals independent of instructor status. Taken together, this sheds light on the structure of university instructors’ achievement goals, and emphasizes the importance of this concept for analyzing instruction and learning in higher education.

Predicting school achievement in boys and girls

2008 ◽  
Vol 22 (3) ◽  
pp. 231-245 ◽  
Author(s):  
H. Harald Freudenthaler ◽  
Birgit Spinath ◽  
Aljoscha C. Neubauer
Keyword(s):  
Intrinsic Motivation ◽  
Achievement Goals ◽  
School Achievement ◽  
Self Esteem ◽  
School Anxiety ◽  
School Attainment ◽  
Work Avoidance ◽  
And Performance ◽  
Mean Differences ◽  
Avoidance Goals

This study investigates the extent to which girls' better school attainment is associated with sex differences in intelligence, personality and school‐related motivation. In a sample of 1353 Austrian pupils (mean age 13.74 years), intelligence, the Big Five of personality, self‐esteem, school anxiety, school‐related intrinsic motivation and achievement goals were assessed as predictors and GPA as achievement criterion. Most predictors yielded significant mean differences between sexes and some of the variables predicted school achievement only for boys or only for girls. Intelligence and self‐esteem were the strongest predictors of GPA for both sexes, and school‐related intrinsic motivation, school anxiety and performance‐avoidance goals explained additional variance in GPA only for boys, whereas work avoidance did so only for girls. Copyright © 2008 John Wiley & Sons, Ltd.

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.

A Multicomponent Measure of Writing Motivation With Basic College Writers

2015 ◽  
Vol 39 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Charles A. MacArthur ◽  
Zoi A. Philippakos ◽  
Steve Graham
Keyword(s):  
Community College ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Design Research ◽  
Developmental Writing ◽  
Writing Quality ◽  
Writing Classes ◽  
College Writers ◽  
Avoidance Goals

The purpose of the current study was to develop and validate a measure of motivation for use with basic college writers that would measure self-efficacy, achievement goals, beliefs, and affect. As part of a design research project on curriculum for community college developmental writing classes, 133 students in 11 classes completed the motivation scales at the beginning and end of the semester along with measures of writing quality. Single factors were found for self-efficacy and affect. For goal orientation, factors were found for mastery, performance, and avoidance goals. For beliefs, factors were found for beliefs related to the content of writing and to conventions. Anticipated patterns of correlations among the factors were found. The validity of the scales was further supported by significant differences in the anticipated direction between higher and lower level classes on five of seven factors. In addition, significant changes were noted from pretest to posttest in the anticipated direction on six of seven factors.

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