Do the Effects of Teachers’ Performance-Approach Goals Vary by Their Underlying Reasons for Goal Pursuit?

• In Event: AERA Poster Session Friday 1:45 pm
  In Poster Session: Instructional Design, Feedback, and Learning Strategies

Abstract

This study examined whether teachers’ reasons for pursuing performance-approach (PAp) goals moderate the effect of PAp goals on teaching-related outcomes. Both PAp goals and autonomous reasons positively predicted intrinsic motivation, teaching flow, and autonomy-supportive practices. PAp goals were unrelated to job stress, whereas autonomous reasons were negatively associated with it. Moderation analyses showed that autonomous reasons amplified the positive effects of PAp goals on teaching flow and autonomy support, but not on intrinsic motivation. Controlled reasons, in contrast, did not moderate any outcomes and uniquely predicted increased job stress. These findings clarify when and how performance-approach goals lead to adaptive outcomes in teaching. This study highlights the importance of teachers’ underlying motivations in shaping the impact of their achievement goals.

Authors

• Sori Hwang, The Ohio State University

• YoonJung Cho, Sungshin Women's University

• Sungok Serena Shim, Ball State University

• YoonJung Cho, Sungshin Women's University