Achievement Goals for Teaching and Teachers' Reference Norms: Relations with Instructional Practices.
Achievement Goals for Teaching and Teachers' Reference Norms: Relations with Instructional Practices.
复制标题
教学成就目标和教师参考规范：与教学实践的关系。
DOI：
10.1016/j.tate.2011.05.007
复制
发表时间：
2011
影响因子：
3.9
通讯作者：
Catharina Günther
中科院分区：
文献类型：
--
作者：
Jan Retelsdorf;Catharina Günther
本研究是连接到最近的研究，介绍了成就目标理论作为研究框架的教师动机。本研究旨在通过教师的参考规范，探讨教师目标对教学实践的间接影响。206名教师的样本，结构方程模型显示，掌握方向连接到更多的自适应形式的参考规范和指令，而较少的自适应模式记录能力接近方向，能力回避方向，工作回避。因此，学校不仅要注重学生掌握目标的提高，更要注重教师掌握目标的培养。
This study is connected to recent research that introduced achievement goal theory as a framework for research on teacher motivation. We aimed at investigating teachers’ goals’ indirect effects on their instructional practices through their reference norms. Drawing on a sample of 206 teachers, structural equation modeling revealed that mastery orientation was connected to more adaptive forms of reference norms and instruction, whereas less adaptive patterns were recorded for ability-approach orientation, ability-avoidance orientation, and work avoidance. Thus, school should not only focus on the enhancement of students’ mastery goals but also on fostering teachers’ mastery goals.
影响因子：
7.6
作者：
Grant, H;Dweck, CS
通讯作者：
Dweck, CS