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Striving to Connect: Extending an Achievement Goal Approach to Teacher Motivation to Include Relational Goals for Teaching

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Title: Striving to Connect: Extending an Achievement Goal Approach to Teacher Motivation to Include Relational Goals for Teaching
Language: English
Authors: Butler, Ruth
Source: Journal of Educational Psychology. Aug 2012 104(3):726-742.
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
Page Count: 17
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Teacher Effectiveness, Student Motivation, Program Effectiveness, Student Attitudes, Teaching Methods, Caring, Foreign Countries, Gender Differences, Goal Orientation, Academic Achievement, Factor Analysis, Teacher Student Relationship, Mastery Learning, Multivariate Analysis, Teacher Attitudes, Prediction, Correlation, Socioeconomic Status
Geographic Terms: Israel
DOI: 10.1037/a0028613
ISSN: 0022-0663
Abstract: Two studies were designed to extend Butler's (2007) model and measure of achievement goals for teaching, to recognize that teaching is an interpersonal endeavor, not just personal endeavor. In Study 1, results from 530 teachers in Israel confirmed the predicted 5-factor model comprising relational goals, whereby teachers aspire to create close and caring relationships with students, in addition to the previously identified mastery, ability-approach, ability-avoidance, and work avoidance goals for teaching. Results from a subsample of 272 teachers confirmed that the teachers' goals were coherently and differentially related to their teaching practices, assessed several months later. The most important results showed that only relational goals predicted teacher social support; they also predicted mastery instruction. Teacher ability-approach and ability-avoidance goals both predicted performance instructional practices. Multilevel analyses of data from 73 teacher-class pairs (1,790 students) in Study 2 showed that teacher relational goals also predicted student reports of teacher social support and mastery instruction; mastery goals were negatively associated with student perceptions of performance practices. Teachers' goals, but not teachers' reports of instruction, predicted students' perceptions of instruction. The results supported extension of Butler's model to incorporate relational goals for teaching and confirmed that strivings to connect are at the heart of effective teaching. The results also shed new light on relations between teachers' goals and teachers' approaches to instruction and on teacher and student perspectives on instruction. Differences in boys' and girls' perceptions of instruction imply that it is important to consider possible gender differences in research on classroom goal structures. (Contains 8 tables and 3 figures.)
Abstractor: As Provided
Number of References: 71
Entry Date: 2013
Accession Number: EJ993884
Database: ERIC
FullText Text:
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  Data: Striving to Connect: Extending an Achievement Goal Approach to Teacher Motivation to Include Relational Goals for Teaching
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. Aug 2012 104(3):726-742.
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  Data: 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
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Caring%22">Caring</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+Learning%22">Mastery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+Analysis%22">Multivariate Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
– Name: DOI
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  Data: 10.1037/a0028613
– Name: ISSN
  Label: ISSN
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  Data: 0022-0663
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Two studies were designed to extend Butler's (2007) model and measure of achievement goals for teaching, to recognize that teaching is an interpersonal endeavor, not just personal endeavor. In Study 1, results from 530 teachers in Israel confirmed the predicted 5-factor model comprising relational goals, whereby teachers aspire to create close and caring relationships with students, in addition to the previously identified mastery, ability-approach, ability-avoidance, and work avoidance goals for teaching. Results from a subsample of 272 teachers confirmed that the teachers' goals were coherently and differentially related to their teaching practices, assessed several months later. The most important results showed that only relational goals predicted teacher social support; they also predicted mastery instruction. Teacher ability-approach and ability-avoidance goals both predicted performance instructional practices. Multilevel analyses of data from 73 teacher-class pairs (1,790 students) in Study 2 showed that teacher relational goals also predicted student reports of teacher social support and mastery instruction; mastery goals were negatively associated with student perceptions of performance practices. Teachers' goals, but not teachers' reports of instruction, predicted students' perceptions of instruction. The results supported extension of Butler's model to incorporate relational goals for teaching and confirmed that strivings to connect are at the heart of effective teaching. The results also shed new light on relations between teachers' goals and teachers' approaches to instruction and on teacher and student perspectives on instruction. Differences in boys' and girls' perceptions of instruction imply that it is important to consider possible gender differences in research on classroom goal structures. (Contains 8 tables and 3 figures.)
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  Data: 2013
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  Data: EJ993884
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        Value: 10.1037/a0028613
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      – Text: English
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        PageCount: 17
        StartPage: 726
    Subjects:
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Gender Differences
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Factor Analysis
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Mastery Learning
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      – SubjectFull: Multivariate Analysis
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Israel
        Type: general
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      – TitleFull: Striving to Connect: Extending an Achievement Goal Approach to Teacher Motivation to Include Relational Goals for Teaching
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