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.¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2–r3 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Positive affect was positively predicted by task approach, normative approach, and relational goals, and negatively by normative avoidance and work avoidance goals. → Daumiller 2019 q3 i? Help-seeking attitudes: learning approach, task approach and relational goals predicted perceiving help as useful; learning approach goals negatively and work avoidance goals positively predicted perceiving it as a threat. → Daumiller 2019 (2) q3 i? Teaching quality was positively predicted by task approach, appearance approach, and relational goals, and negatively by appearance avoidance goals. → Daumiller 2019 (3)

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 · r3

Path coefficients from the SEM (CFI = .99) showed "positive affect was positively predicted by task approach, nor- mative approach, and relational goals, and negatively predicted by normative avoidance and work avoidance goals" after controlling for all other goals.

"positive affect was positively predicted by task approach, nor- mative approach, and relational goals, and negatively predicted by normative avoidance and work avoidance goals."

Daumiller 2019 (2)¶

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

In the same structural model, "learning approach, task approach and re la- tional goals had positive effects on perceiving help seeking as useful"; learning approach goals negatively and work avoidance goals positively predicted perceiving help seeking as a threat.

"Regarding the attitudes towards help seeking, we found that learning approach, task approach and re la- tional goals had positive effects on perceiving help seeking as useful."

Daumiller 2019 (3)¶

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

In the SEM of Hypothesis 3, "teaching quality was posi- tively predicted by task approach, appearance ap- proach, and relational goals, and negatively predicted by appearance avoidance goals".

"Finally, teaching quality was posi- tively predicted by task approach, appearance ap- proach, and relational goals, and negatively predicted by appearance avoidance goals."

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• University instructors' performance goals split into four classes: appearance and normative components, each approach and avoidance. — related
• University instructors' achievement goals differentially predict positive affect, attitudes towards help, and self-reported teaching quality, with effects invariant across status groups. — related
• Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
• Mastery-approach goals are positively related to time management, while performance-approach relations are inconsistent and performance-avoidance goals show no association — related
• Work avoidance and relational goals form goal classes distinct from all other achievement goal classes of university instructors. — related