Teachers’ goal orientations as predictors of their self-reported classroom behaviours: An achievement goal theoretical perspective
Abstract
Achievement Goal Theory has been adapted as a useful framework for studying teacher motivation in terms of their different goal orientations. This paper reports findings from an Australian study with 257 teachers, that explored their mastery, work-avoidance, and relational goal orientations and four dimensions of self-reported classroom behaviours: expectation, structure, autonomy support, and relatedness. Structural equation modelling...
Paper Details
Title
Teachers’ goal orientations as predictors of their self-reported classroom behaviours: An achievement goal theoretical perspective
Published Date
Jan 1, 2019
Volume
98
Pages
345 - 355
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