Bridging teacher motivation and instruction: Relevance of student‐oriented goals for teaching alongside personal achievement goals and self‐efficacy DOI Creative Commons
Martin Daumiller, Hanna Gaspard, Oliver Dickhäuser

et al.

British Journal of Educational Psychology, Journal Year: 2025, Volume and Issue: unknown

Published: April 17, 2025

Abstract Background Achievement goals and self‐efficacy are key components of teacher motivation crucial for teaching quality student outcomes, yet the processes explaining why they lead to specific behaviours remain unclear. This study focuses on student‐oriented as a potential process element construct in its own right. Aims We aim uncover associations teachers' personal beliefs with behaviours, added value these processes. Sample 70 secondary school teachers from German general education schools, Mathematics grades 7–9 lower track (42 women, 28 men; mean age 43.7 years, SD = 10.6) filled out total 345 lesson diaries over 5 weeks. Methods After reporting goals, standardized their encompassing both mastery‐based (interestingness, cognitive stimulation, individualization, autonomy support, structuring, collaboration, heterogeneous grouping) well performance‐based aspects (public negative feedback, homogeneous grouping competition). Results Two‐level path modelling indicated that performance positively related mastery statistically predicted by self‐efficacy. In turn, practices. Different linkages were observed different behaviours. Conclusions The findings highlight relevance considering better understanding relationship between instructional

Language: Английский

The roles of teachers’ beliefs and instructional practices in students’ mathematical mindset DOI Creative Commons
Araya Piyakun, Songsak Phusee-orn

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: Jan. 31, 2025

Introduction Mathematics education development is an urgent topic, with emphasis on increasing students’ motivation to learn mathematics. Methods This study aimed investigate the impacts of teachers’ mathematical mindset, task values, and instructional practices using perceived as a mediator. The participants consisted 96 teachers 936 secondary school students. research instruments included mindset scale for students, value teachers, practice statistics analyzing data mean, standard deviation, Structural Equation Modeling (SEM). Results finding revealed that, from most least, variables that mutually influenced growth were practices, mindset. Discussion study’s findings can serve framework developing who are essential mathematics enhancing learning.

Language: Английский

Citations

1
Bridging teacher motivation and instruction: Relevance of student‐oriented goals for teaching alongside personal achievement goals and self‐efficacy DOI Creative Commons
Martin Daumiller, Hanna Gaspard, Oliver Dickhäuser

et al.

British Journal of Educational Psychology, Journal Year: 2025, Volume and Issue: unknown

Published: April 17, 2025

Abstract Background Achievement goals and self‐efficacy are key components of teacher motivation crucial for teaching quality student outcomes, yet the processes explaining why they lead to specific behaviours remain unclear. This study focuses on student‐oriented as a potential process element construct in its own right. Aims We aim uncover associations teachers' personal beliefs with behaviours, added value these processes. Sample 70 secondary school teachers from German general education schools, Mathematics grades 7–9 lower track (42 women, 28 men; mean age 43.7 years, SD = 10.6) filled out total 345 lesson diaries over 5 weeks. Methods After reporting goals, standardized their encompassing both mastery‐based (interestingness, cognitive stimulation, individualization, autonomy support, structuring, collaboration, heterogeneous grouping) well performance‐based aspects (public negative feedback, homogeneous grouping competition). Results Two‐level path modelling indicated that performance positively related mastery statistically predicted by self‐efficacy. In turn, practices. Different linkages were observed different behaviours. Conclusions The findings highlight relevance considering better understanding relationship between instructional

Language: Английский

Citations

0