Teachers' achievement goals measured at semester start did not predict students' course-level learning experiences in Study 1, and relational goals were negatively associated with overall course rating¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? None of the six hypothesized achievement goal effects (H1a–f) on students' overall rating, learning, joy, or boredom was supported at the course level. → Daumiller 2021 q3 i? Relational goals showed an association contradicting the hypothesis: they were negatively associated with overall course rating. → Daumiller 2021 (2)

Evidence¶

Daumiller 2021¶

Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M. (2021). Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction. Advanced online publication. https://doi.org/10.1016/j.learninstruc.2021.101458

q3 · i? · associational · r3

Study 1 latent multilevel analyses (166 teachers, 2,106 students) testing six goal types as teacher-level predictors of four student outcomes; the article reports no expected effects for any achievement goal. No effect sizes are printed for these null findings.

"Contrary to our expectations, our hypotheses for the achievement goals (H1a –f) were not supp orted by the data. We did not find the expected effects for any of the teachers' achievement goals."

Daumiller 2021 (2)¶

Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M. (2021). Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction. Advanced online publication. https://doi.org/10.1016/j.learninstruc.2021.101458

q3 · i? · associational · r3

Same Study 1 models; the article reports one unexpected significant negative association between teachers' relational goals and students' overall course rating, with no effect size printed.

"Surprisingly, for re-lational goals, we even found an association that con-tradicted our hypotheses: relational goals were nega-tively associated with overall course rating."

Discussion¶

Related Claims¶

• Higher education teachers' self-efficacy beliefs at semester start positively predict students' end-of-course overall rating, learning, and joy, and negatively predict boredom — related
• In Study 2, teachers' general self-efficacy replicated its positive associations with students' session ratings, and general performance-approach and work-avoidance goals predicted perceived learning — related
• Unexpected session-level associations: task goals positively predicted joy, relational goals negatively predicted learning and boredom, and learning goals negatively predicted overall rating and positively predicted boredom — related