Promoting children's achievement motivation and learning in elementary school classrooms

本研究旨在探讨教师教学成就目标对教学实践和教师自我效能感的影响。日本中小学的900名教师通过互联网参与了调查。因子分析结果显示，教师成就目标有五个因子：掌握、能力趋近、能力回避、工作回避教学目标、关系目标。多元回归分析显示，教师的掌握目标和关系目标均对教师的掌握教学方式有正向影响，且对同伴学习有显著影响。教师的目标和指示将促进学习动机的课堂实践的影响进行了讨论。

This study examined that the effect of teacher's achievement goals for teaching on instructional practices and teacher's self-efficacy. Nine-hundred teachers in Japanese elementary and junior high school participated in the survey via internet. As a result of the factor analysis, teacher's achievement goals had five factors; mastery, ability-approach, ability-avoidance, work avoidance goals for teaching, and relational goals. Multiple regression analysis revealed that both teacher's mastery goal and relational goal effected positively on instructional approach to mastery, and focused on peer learning. Implications for classroom practice of what teacher's goals and instructions would promote academic motivation were discussed.