Literaturnachweis - Detailanzeige
| Autor/inn/en | Stockinger, Kristina; Dresel, Markus; Dickhäuser, Oliver; Daumiller, Martin |
|---|---|
| Titel | University Instructors' Implicit Theories of Intelligence, Achievement Goals for Teaching, and Teaching Quality |
| Quelle | In: Educational Psychology, 41 (2021) 10, S.1280-1299 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Stockinger, Kristina) ORCID (Dresel, Markus) ORCID (Dickhäuser, Oliver) ORCID (Daumiller, Martin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| DOI | 10.1080/01443410.2021.1937575 |
| Schlagwörter | College Faculty; Teacher Attitudes; Intelligence; Learning Theories; Student Educational Objectives; Goal Orientation; Attribution Theory; Teacher Effectiveness; Mastery Learning; Academic Achievement |
| Abstract | University instructors' goals for teaching are important for teaching quality. However, studies examining factors that shape instructors' goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory (AGT) and Dweck's achievement motivation framework, we analysed whether differences in teaching goals are attributable to differences in ITs, and whether goals mediate the relation between ITs and instructional quality. Structural equation modeling (SEM) yielded the expected relations between goals and instructional quality (positive for mastery and performance-approach goals; negative for performance-avoidance and work avoidance goals). As hypothesized, stronger endorsement of incremental ITs was positively related to mastery, and negatively to work avoidance goals. However, ITs were unrelated to performance goals. Indirect effects of ITs on teaching quality via goals were significant but rather weak. Implications for research and fostering teaching motivation are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
