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Teachers' Achievement Goal Orientations and Associations with Teachers' Help Seeking: Examination of a Novel Approach to Teacher Motivation

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Bibliographic Details
Title: Teachers' Achievement Goal Orientations and Associations with Teachers' Help Seeking: Examination of a Novel Approach to Teacher Motivation
Language: English
Authors: Butler, Ruth
Source: Journal of Educational Psychology. May 2007 99(2):241-252.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Peer Reviewed: Y
Physical Description: PDF
Page Count: 12
Publication Date: 2007
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Teacher Motivation, Help Seeking, Goal Orientation, Teacher Influence
ISSN: 0022-0663
Abstract: It was proposed that achievement goal theory can be applied to conceptualizing motivation not only for learning but also for teaching. As predicted, responses of 320 teachers to a new self-report measure of goal orientations for teaching yielded 4 factors reflecting distinct mastery, ability-approach, ability-avoidance, and work-avoidance goals. Data from 212 teachers who also completed measures of help seeking confirmed that mastery goals predicted positive perceptions of help seeking, preferences for receiving autonomous help, and frequency of help seeking; ability avoidance predicted negative perceptions and help avoidance; and work avoidance predicted expedient help seeking. Results validate the proposed structure and measure of teacher goal orientations and open new directions for research on teacher cognitions and behaviors, teachers' influences on students, and school influences on teachers.
Abstractor: Author
Entry Date: 2007
Access URL: https://content2.apa.org/journals/edu/99/2/241
Accession Number: EJ766317
Database: ERIC
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  Data: It was proposed that achievement goal theory can be applied to conceptualizing motivation not only for learning but also for teaching. As predicted, responses of 320 teachers to a new self-report measure of goal orientations for teaching yielded 4 factors reflecting distinct mastery, ability-approach, ability-avoidance, and work-avoidance goals. Data from 212 teachers who also completed measures of help seeking confirmed that mastery goals predicted positive perceptions of help seeking, preferences for receiving autonomous help, and frequency of help seeking; ability avoidance predicted negative perceptions and help avoidance; and work avoidance predicted expedient help seeking. Results validate the proposed structure and measure of teacher goal orientations and open new directions for research on teacher cognitions and behaviors, teachers' influences on students, and school influences on teachers.
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      – Text: English
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        StartPage: 241
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      – SubjectFull: Help Seeking
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      – SubjectFull: Goal Orientation
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