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Australian Journal of Teacher Education, v39 n8 Article 1 Aug 2014

To date, there is an empirical gap in the evidence of the relations between teachers' classroom goals and values, two key variables linked to students' achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland using items of Wentzel's Classroom Goals Scales and Schwartz's Portrait Values Questionnaire. Results showed several positive associations between teachers' classroom goals and values. Social goals were linked to a wide range of values, while academic goals were linked to specific value dimensions, e.g. mastery approach goals were positively correlated with openness to change and self-transcendence values, performance approach goals with self-enhancement values and conformity. Mastery approach goals and social goals were related to similar values, unlike performance approach goals. Schools could benefit from examining their hidden value curriculum in order to maximise teachers' communication of academically relevant learning goals.

Descriptors: Foreign Countries, Secondary School Teachers, Teacher Surveys, Questionnaires, Educational Objectives, Goal Orientation, Values, Student Motivation, Academic Achievement, Correlation, Measures (Individuals)

Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/





Autor: Pudelko, Claudia E.; Boon, Helen J.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2573&id=EJ1032035







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