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¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Task goals positively predicted students' experiences of joy, and four unexpected goal associations emerged at the session level. → Daumiller 2021

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 · r2

Study 2 session-level latent three-level models; the article reports one expected and four unexpected session-specific goal associations, with no effect sizes printed.

"Besides this, task goals positively predicted students' experien ces of joy. Furthermore, we found four unexpected effects: Relational goals were negatively associated with perceived learning and boredom, and learning goals were negatively associated with overall rating and positively associated with boredom."

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• 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 — 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
• 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
• Session-specific performance-approach goals were positively related to students' overall rating and learning and negatively to boredom, while performance-avoidance goals showed the opposite pattern — related