Approaching Mastery or Performance: Exploring Graduate Teaching Assistants’ Goal Orientations for Graduate School and Teaching

• In Event: Understanding and Supporting the Motivation of K–12 Teachers and Postsecondary Instructors

Abstract

Graduate teaching assistants (GTAs) have a unique role to play in supporting student motivation, yet little is known about how their own motivation toward learning relates to their approach to teaching. This research used achievement goal theory to explore GTAs achievement orientations toward learning and teaching. An online survey was distributed to incoming GTAs (N=292) at a southeastern university to measure demographics, as well as mastery and performance-approaches for graduate school and teaching. Results showed that achievement approaches to graduate school and teaching are significantly related but differ between STEM vs. non-STEM fields. Additionally, gender and international status predicted different motivational approaches. Findings provide insights into GTAs achievement motivation and can be used to inform efforts to support student motivation.

Authors

• Beatrice Nicole Quiroz, University of South Carolina

• Shea Elizabeth Ferguson, University of South Carolina

• Melissa Duffy, University of South Carolina