The Role of Different Characteristics of Teaching in Predicting Students' Achievement Goals and Academic Functioning

• In Event: 60.027 - Role of Teachers and Teaching in Students' Academic and Motivational Outcomes

Abstract

The present study examined how characteristics of effective teaching would differently predict achievement goals, course engagement, and academic satisfaction among 655 college students via structural equation modeling. Based on the results of factor analyses, specific characteristics of teaching were classified into three distinct factors (i.e., instruction quality, supportive interaction, and evaluation management). Results indicate: a) that instruction quality was not a significant predictor of achievement goals, but a predictor of both course engagement and academic satisfaction; b) that supportive interaction negatively predicted performance-approach and performance-avoidance goals, serving as a buffer against the adoption of performance goals; and c) that evaluation management positively predicted all three types of achievement goals. Only mastery goals, however, predicted both course engagement and academic satisfaction.

Authors

• Jeesoo Lee, Korea University

• Yi Jiang, East China Normal University

• Mimi Bong, Korea University