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 |
| 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 |
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