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Teachers' Metamotivational Knowledge about Students' Achievement Goals

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Title: Teachers' Metamotivational Knowledge about Students' Achievement Goals
Language: English
Authors: Andrew J. Elliot (ORCID 0000-0002-1664-6426), Özgür Bolat, Omer L. Antalyali, Karen Gilbert
Source: Journal of Educational Psychology. 2026 118(1):53-69.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Grade 11
High Schools
Secondary Education
Elementary Education
Junior High Schools
Middle Schools
Early Childhood Education
Grade 3
Primary Education
Grade 7
Descriptors: Grade 11, Foreign Countries, Academic Achievement, Student Motivation, Elementary School Students, Middle School Students, High School Students, Student Educational Objectives, Grade 3, Grade 7, Elementary School Teachers, Middle School Teachers, High School Teachers, Teacher Student Relationship, Metacognition, Motivation, Teacher Attitudes
Geographic Terms: Turkey
DOI: 10.1037/edu0000981
ISSN: 0022-0663
1939-2176
Abstract: Although we often assume that teachers know what is good for bad or their students, these assumptions are rarely tested. In the present research, we directly investigated teachers' metamotivational knowledge of the links between students' achievement goals from the trichotomous and 2 × 2 models and their achievement and intrinsic motivation outcomes. We conducted two highly powered, preregistered experiments (Ns = 1,744 and 2,261) with actual third- to 11th-grade teachers in Türkiye (formerly known as Turkey), in which we manipulated the achievement goal of a target student and asked teachers to estimate the student's achievement and intrinsic motivation. We used the meta-analytic literature as a benchmark to determine teachers' metamotivational accuracy. Furthermore, we examined potential moderation by school type, specifically, elementary-, middle-, and high school (Study 1) and pre- and post-middle- and high-school transition (Study 2). Our results revealed both accuracy and inaccuracy in teachers' judgments, with the majority of findings indicating accuracy. The noteworthy inaccuracies involved underestimating the relative benefits of performance-approach goals and the relative costs of mastery-avoidance goals. The pattern of results was completely consistent across the two studies, and the findings were remarkably robust across type of school, as well as various participant and school characteristics. The conceptual and practical implications of the findings are discussed, and the novelty and integrative nature of the research are highlighted.
Abstractor: As Provided
Notes: https://osf.io/t2s7f/?view_only=a1988a6621e74dff81028463dc94e8e8
Entry Date: 2026
Accession Number: EJ1507480
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
Items – Name: Title
  Label: Title
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  Data: Teachers' Metamotivational Knowledge about Students' Achievement Goals
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Andrew+J%2E+Elliot%22">Andrew J. Elliot</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1664-6426">0000-0002-1664-6426</externalLink>)<br /><searchLink fieldCode="AR" term="%22Özgür+Bolat%22">Özgür Bolat</searchLink><br /><searchLink fieldCode="AR" term="%22Omer+L%2E+Antalyali%22">Omer L. Antalyali</searchLink><br /><searchLink fieldCode="AR" term="%22Karen+Gilbert%22">Karen Gilbert</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. 2026 118(1):53-69.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Educational+Objectives%22">Student Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation%22">Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/edu0000981
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-0663<br />1939-2176
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although we often assume that teachers know what is good for bad or their students, these assumptions are rarely tested. In the present research, we directly investigated teachers' metamotivational knowledge of the links between students' achievement goals from the trichotomous and 2 × 2 models and their achievement and intrinsic motivation outcomes. We conducted two highly powered, preregistered experiments (Ns = 1,744 and 2,261) with actual third- to 11th-grade teachers in Türkiye (formerly known as Turkey), in which we manipulated the achievement goal of a target student and asked teachers to estimate the student's achievement and intrinsic motivation. We used the meta-analytic literature as a benchmark to determine teachers' metamotivational accuracy. Furthermore, we examined potential moderation by school type, specifically, elementary-, middle-, and high school (Study 1) and pre- and post-middle- and high-school transition (Study 2). Our results revealed both accuracy and inaccuracy in teachers' judgments, with the majority of findings indicating accuracy. The noteworthy inaccuracies involved underestimating the relative benefits of performance-approach goals and the relative costs of mastery-avoidance goals. The pattern of results was completely consistent across the two studies, and the findings were remarkably robust across type of school, as well as various participant and school characteristics. The conceptual and practical implications of the findings are discussed, and the novelty and integrative nature of the research are highlighted.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Note
  Label: Notes
  Group: Note
  Data: https://osf.io/t2s7f/?view_only=a1988a6621e74dff81028463dc94e8e8
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1507480
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507480
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      – Type: doi
        Value: 10.1037/edu0000981
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 53
    Subjects:
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Student Educational Objectives
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Motivation
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Teachers' Metamotivational Knowledge about Students' Achievement Goals
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            NameFull: Özgür Bolat
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            NameFull: Omer L. Antalyali
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