University instructors' performance goals split into four classes: appearance and normative components, each approach and avoidance.¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Only a four-factor model distinguishing appearance approach, appearance avoidance, normative approach, and normative avoidance goals fit acceptably; the four classes correlated ρ = .54–.81 yet contained unique variance. → Daumiller 2019

Evidence¶

Daumiller 2019¶

Daumiller, M., Dickhäuser, O., & Dresel, M. (2019). University Instructors' Achievement Goals for Teaching. Journal of Educational Psychology, 111(1), 131–148. https://doi.org/10.1037/edu0000271

q3 · i? · associational · r2

CFA model comparisons for Hypothesis 1a in the instructor survey found that only the four-factor performance model "resulted in an acceptable model fit"; the four classes were moderately to highly correlated (ρ = .54–.81), implying unique variance in each.

"splitting the items into approach and avoidance, or appearance and normative, factors described the data better than not differentiating between them (i.e., one factor model); however, only an incorporation of both aspects (i.e., a four-factor model) resulted in an acceptable model fit."

Discussion¶

Related Claims¶

• Task goals can be separated from learning goals and normative performance goals, each with approach and avoidance components. — related
• Learning avoidance goals are separable from learning approach goals in university instructors. — related
• The ten-goal structure is completely invariant across instructor status groups, but groups differ in mean goal levels. — related
• Specific goals show distinct directional effects: mastery approach and relational goals predict positive affect, beneficial help attitudes, and teaching quality, while work avoidance and appearance avoidance goals predict poorer outcomes. — related
• Work avoidance and relational goals form goal classes distinct from all other achievement goal classes of university instructors. — related