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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 27, 2007 - Issue 3
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Original Articles

A Measure of Teachers’ Achievement Goals

Athanasios Papaioannou University of Thessaly, GreeceCorrespondence[email protected]
&
Triantafyllos Christodoulidis Democritus University of Thrace, Greece
Pages 349-361 | Published online: 07 Jun 2007

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Read on this site (6)

Ju-Chieh Huang. (2023) Implementation effect of integrating cooperative inquiry into blended learning: analysis of students’ goal setting, task value, and well-being. Interactive Learning Environments 0:0, pages 1-16.
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Lisa Bardach & Robert M. Klassen. (2021) Teacher motivation and student outcomes: Searching for the signal. Educational Psychologist 56:4, pages 283-297.
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Benjamin Dreer. (2021) Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace. Educational Studies 0:0, pages 1-17.
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Wenshu Luo, Simon Qing Wei Lim, Pek Lan Choong & Gregory Arief D. Liem. (2020) Perceived school goal structure, achievement goals and emotions in teaching of Singapore teachers. Asia Pacific Journal of Education 40:3, pages 344-355.
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Nicolas Mascret, Andrew J. Elliot & François Cury. (2017) The 3 × 2 Achievement Goal Questionnaire for Teachers. Educational Psychology 37:3, pages 346-361.
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Konstantina Koutrouba. (2013) Student misbehaviour in secondary education: Greek teachers' views and attitudes. Educational Review 65:1, pages 1-19.
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Articles from other publishers (37)

Anna M. Eder, Michaela Katstaller & Burkhard Gniewosz. (2023) Eine personenzentrierte Perspektive zum Zusammenhang zwischen Berufswahlmotivation und Zielorientierungen von LehramtsstudierendenA person-oriented perspective on the relation between career choice motivations and goal-achievement orientations. Zeitschrift für Erziehungswissenschaft 26:4, pages 875-898.
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Jiying Han & Chao Gao. (2023) Teachers’ achievement goal orientations: A systematic review of 15 Years of published empirical research. Teaching and Teacher Education 128, pages 104146.
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Martin Daumiller, Michaela S. Fasching, Oliver Dickhäuser & Markus Dresel. (2023) Teachers’ achievement goals and teaching practices: A standardized lesson diary approach. Teaching and Teacher Education 127, pages 104079.
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Martin Daumiller & Markus Dresel. (2023) Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach. Contemporary Educational Psychology 72, pages 102124.
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Sevilay Kilmen. (2022) Prospective teachers' professional achievement goal orientations, their self-efficacy beliefs, and perfectionism: A mediation analysis. Studies in Educational Evaluation 74, pages 101165.
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Emil Lucian Crisan. (2021) Academics career success: the impact of organizational context and individual variables. Rajagiri Management Journal 16:2, pages 90-104.
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Güler Çetin & Altay Eren. (2021) Pre-service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility: The moderated mediating effects of emotions about teaching. Educational Research for Policy and Practice 21:2, pages 245-283.
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Martin Daumiller, Michaela S. Fasching, Gabriele Steuer, Markus Dresel & Oliver Dickhäuser. (2022) From teachers' personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices. Teaching and Teacher Education 111, pages 103617.
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Ramona Paloş, Delia Vîrgă & Mariana Craşovan. (2022) Resistance to Change as a Mediator Between Conscientiousness and Teachers’ Job Satisfaction. The Moderating Role of Learning Goals Orientation. Frontiers in Psychology 12.
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Raven Rinas, Markus Dresel & Martin Daumiller. (2022) Faculty subjective well-being: An achievement goal approach. International Journal of Educational Research 115, pages 101942.
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Tan Zhang. (2021) Physical education teacher motivation: A conceptual review and reconceptualisation. Review of Education 9:3.
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Monireh Norouzi, Gholam Reza Kiany, Parvaneh ShayesteFar & Hamid Allami. (2021) The 2 × 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes. Studies in Educational Evaluation 70, pages 101011.
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Ruoxuan Li, Hongrui Liu, Yunxiang Chen & Meilin Yao. (2021) Why teachers want to leave? The roles of achievement goals, burnout and perceived school context. Learning and Individual Differences 89, pages 102032.
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Georgios S. Gorozidis, Athanasios G. Papaioannou & Triantafyllos Christodoulidis. (2021) Measuring teacher perceptions of their task-initiated achievement goals. International Journal of Educational Research 110, pages 101866.
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Güler ÇETİN. (2020) ÖĞRETMEN ADAYLARININ BAŞARI AMAÇLARI, ÖĞRETMEN KİMLİKLERİ VE KİŞİSEL SORUMLULUK HİSLERİ ARASINDAKİ İLİŞKİLERTHE RELATIONSHIPS BETWEEN PROSPECTIVE TEACHERS’ ACHIEVEMENT GOALS, EARLY TEACHER IDENTITY, AND PERSONAL RESPONSIBILITY. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 33:3, pages 612-652.
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Martin Daumiller & Markus Dresel. (2020) Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning. Contemporary Educational Psychology 61, pages 101843.
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Katharina Benning, Martin H. Daumiller, Anna-Katharina Praetorius, Gerlinde Lenske, Oliver Dickhäuser & Markus Dresel. (2018) Evaluation eines Interventionsansatzes zur Verbesserung von Motivation und motivationsförderlichem Unterrichtshandeln von Lehrkräften auf Basis der ZielorientierungstheorieEvaluation of an intervention approach to improve goal orientations and instructional practices of teachers based on achievement goal theory. Unterrichtswissenschaft 47:3, pages 313-335.
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Güler Çetin & Altay Eren. (2018) Turkish prospective teachers’ professional goals, beliefs about the attainability of these goals, identities, and possible selves. Asia Pacific Education Review 20:3, pages 423-447.
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Stefan Janke, Lisa Bardach, Sophie Oczlon & Marko Lüftenegger. (2019) Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations. Teaching and Teacher Education 83, pages 1-11.
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Tahani Z. Aldahdouh, Vesa Korhonen & Petri Nokelainen. (2019) What contributes to individual innovativeness? A multilevel perspective. International Journal of Innovation Studies 3:2, pages 23-39.
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Jian Wang, Bo Shen, Xiaobin Luo, Qingshan Hu & Alex C. Garn. (2018) Validation of a Teachers’ Achievement Goal Instrument for Teaching Physical Education. Journal of Teaching in Physical Education 37:1, pages 91-100.
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Ángel Abós Catalán, Javier Sevil Serrano, José Martín-Albo Lucas, José Antonio Julián Clemente & Luis García-González. (2018) An integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling. Contemporary Educational Psychology 52, pages 48-60.
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Georgios S. Gorozidis & Athanasios G. Papaioannou. (2016) Teachers' achievement goals and self-determination to engage in work tasks promoting educational innovations. Learning and Individual Differences 49, pages 46-58.
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Nicolas Mascret, Christophe Maïano & Olivier Vors. (2016) Buts motivationnels d’accomplissement des enseignants : l’influence de l’appartenance à un établissement « difficile » et de l’anciennetéTeacher achievement goals: the influence of seniority and teaching in a “difficult” establishment. Revue française de pédagogie:194, pages 29-46.
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Ulrich Schiefele & Ellen Schaffner. (2015) Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology 42, pages 159-171.
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Stefan Janke, Sebastian Nitsche & Oliver Dickhäuser. (2015) The role of perceived need satisfaction at work for teachers' work-related learning goal orientation. Teaching and Teacher Education 47, pages 184-194.
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Caroline F. Mansfield & Susan Beltman. (2014) Teacher motivation from a goal content perspective: Beginning teachers’ goals for teaching. International Journal of Educational Research 65, pages 54-64.
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Ruth Butler & Limor Shibaz. (2014) Striving to connect and striving to learn: Influences of relational and mastery goals for teaching on teacher behaviors and student interest and help seeking. International Journal of Educational Research 65, pages 41-53.
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이진화. (2013) Perception The relatioinships between achievement goal orientation and teaching efficacy beliefs of early childhood pre-service teachers. EARLY CHILDHOOD EDUCATION & CARE 8:2, pages 65-83.
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Lia M. Daniels, Anne C. Frenzel, Robert H. Stupnisky, Tara L. Stewart & Raymond P. Perry. (2013) Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers. British Journal of Educational Psychology 83:3, pages 396-413.
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Markus Dresel, Michaela S. Fasching, Gabriele Steuer, Sebastian Nitsche & Oliver Dickhäuser. (2013) Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation. Psychology 04:07, pages 572-584.
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Einar M. Skaalvik & Sidsel Skaalvik. (2013) Teachers’ perceptions of the school goal structure: Relations with teachers’ goal orientations, work engagement, and job satisfaction. International Journal of Educational Research 62, pages 199-209.
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Isabell Paulick, Jan Retelsdorf & Jens Möller. (2013) Motivation for choosing teacher education: Associations with teachers’ achievement goals and instructional practices. International Journal of Educational Research 61, pages 60-70.
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Jan Retelsdorf & Catharina Günther. (2011) Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices. Teaching and Teacher Education 27:7, pages 1111-1119.
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Georgios Gorozidis & Athanasios Papaioannou. (2011) Teachers’ self-efficacy, achievement goals, attitudes and intentions to implement the new Greek physical education curriculum. European Physical Education Review 17:2, pages 231-253.
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Olivia F. Lee, James A. Tan & Rajeshekhar Javalgi. (2010) Goal orientation and organizational commitment. International Journal of Organizational Analysis 18:1, pages 129-150.
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Jeannine E. Turner, Ralph M. Waugh, Jessica J. Summers & Crissie M. Grove. 2009. Advances in Teacher Emotion Research. Advances in Teacher Emotion Research 253 271 .

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