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

本研究考察了教师教学成就目标对教学实践和教师自我效能感的影响。900名日本中小学教师通过互联网参与了这项调查。因素分析结果表明，教师成就目标有五个因素：掌握目标、能力接近目标、能力回避目标、教学工作回避目标和关系目标。多元回归分析表明，教师的掌握目标和关系目标都对教学方法的掌握有正向影响，并侧重于同伴学习。讨论了教师的目标和指导将促进学习动机对课堂实践的影响。

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.