Work avoidance and relational goals form goal classes distinct from all other achievement goal classes of university instructors.¶

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? Work avoidance and relational goals were separable from the other goal classes and moderately associated with them (ρ = –.48–.30), often negatively for work avoidance. → 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

In the CFA supporting Hypothesis 1d, work avoidance and relational goals, often neglected goal classes, were "moderately associated with the other goal classes (ρ = –.48–.30)", supporting their separability within the ten-goal model.

"The included work avoidance goals and relational goals (cf. Hypothesis 1d) were moderately associated with the other goal classes (ρ = –.48–.30)."

Discussion¶

Related Claims¶

• Learning avoidance goals are separable from learning approach goals in university instructors. — related
• Task goals can be separated from learning goals and normative performance goals, each with approach and avoidance components. — 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
• University instructors' performance goals split into four classes: appearance and normative components, each approach and avoidance. — related