From pre-service to practicing teacher: considering the stability of personal and classroom mastery and performance goals

References

• Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. doi:10.1037/0022-0663.84.3.261
   Web of Science ®Google Scholar
• Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students’ achievement goal orientations. Contemporary Educational Psychology, 24, 21–37. doi:10.1006/ceps.1998.0978
   PubMed Web of Science ®Google Scholar
• Anderman, E. M., & Midgley, C. (1996). Changes in achievement goal orientation after the transition to middle school. Paper Presented at the biennal meeting of the society for research on adolescence, Boston, MA.
   Google Scholar
• Bong, M. (2005). Within-grade changes in Korean girls’ motivation and perceptions of the learning environment across domains and achievement levels. Journal of Educational Psychology, 97, 656–672. doi:10.1037/0022-0663.97.4.656
   Web of Science ®Google Scholar
• Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help-seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99, 241–252.
   Web of Science ®Google Scholar
• Canadian Teacher Federation. (2003). Moving from the cult of testing to a culture of professional accountability. Perspectives, 3, 1–8.
   Google Scholar
• Chen, F. F. (2008). What happens if we compare chopsticks with forks? The impact of making inappropriate comparisons in cross-cultural research. Journal of Personality and Social Psychology, 95, 1005–1018. doi:10.1037/a0013193
   PubMed Web of Science ®Google Scholar
• Cho, Y., & Shim, S. S. (2013). Predicting teachers’ achievement goals for teaching: The role of perceived school goal structure and teachers’ sense of efficacy. Teaching and Teacher Education, 32, 12–21. doi:10.1016/j.tate.2012.12.003
   Web of Science ®Google Scholar
• Christensen, L., & Mendoza, J. L. (1986). A method of assessing change in a single subject: An alteration of the RC index. Behavior Therapy, 17, 305–308.
   Web of Science ®Google Scholar
• Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35, 88–99. doi:10.1016/j.cedpsych.2009.11.001
   Web of Science ®Google Scholar
• Cronbach, L., & Gleser, G. (1953). Assessing similarity between profiles. The Psychological Bulletin, 50, 456–473.
   PubMed Web of Science ®Google Scholar
• Daniels, L. M., Frenzel, A., Stupnisky, R. H., Stewart, T. L., & Perry, R. P. (2013). Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers. British Journal of Educational Psychology, 83, 396–413. doi:10.1111/j.2044-8279.2012.02069.x
   PubMed Web of Science ®Google Scholar
• Daniels, L. M., Stupnisky, R. H., Perry, R. P., Mandzuk, D., & Clifton, R. (2008, March). Student teachers’ mastery and performance goals: Influence on classroom goal structures and professional outcomes. Poster presented at the Annual Meeting of the American Educational Research Association, New York, NY.
   Google Scholar
• Dedyna, K. (2011, June 13). Teaching grads face slim prospects in crowded job market. The Vancouver Sun. Retrieved from http://www.vancouversun.com/business/Teaching+grads+face+slim+prospects+crowded+market/4937804/story.html
   Google Scholar
• Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (Vol. 16, pp. 52–72). New York, NY: Guilford Press.
   Google Scholar
• Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 149–169.
   Web of Science ®Google Scholar
• Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628. doi:10.1037/0022-0663.100.3.613
   Web of Science ®Google Scholar
• Fasching, M. S., Dresel, M., Dickhäuser, O., & Nitsche, S. (2010). Goal orientations of teacher trainees: Longitudinal analysis of magnitude, change and relevance. Journal for Educational Research Online, 2, 9–33.
   Google Scholar
• Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101, 705–716. doi:10.1037/a0014695
   Web of Science ®Google Scholar
• Fryer, J. W., & Elliot, A. J. (2007). Stability and change in achievement goals. Journal of Educational Psychology, 99, 700–714. doi:10.1037/0022-0663.99.4.700
   Web of Science ®Google Scholar
• Gergen, K. J. (1985). The social constructionist movement in modern psychology. American Psychologist, 40, 266–275.
   Web of Science ®Google Scholar
• Jacobson, N. S., & Truax, P. (1991). Clinical significance: A statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59, 12–19.
   PubMed Web of Science ®Google Scholar
• Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141–184. doi:10.1007/s10648-006-9012-5
   Web of Science ®Google Scholar
• Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21–43. doi:10.1007/s10648-010-9141-8
   Web of Science ®Google Scholar
• Lau, S., & Nie, Y. (2008). Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology, 100, 15–29. doi:10.1037/0022-0663.100.1.15
   Web of Science ®Google Scholar
• Little, T. D. (1997). Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Research, 32, 53–76. doi:10.1207/s15327906mbr32013
   PubMed Web of Science ®Google Scholar
• MacDonald, M. (2011). Way too many teachers. University Affairs. Retrieved from www.universityaffairs.ca/way-too-many-teachers.aspx
   Google Scholar
• Malmberg, L. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching and Teacher Education, 22, 58–76. doi:10.1016/j.tate.2005.07.005
   Web of Science ®Google Scholar
• Malmberg, L. (2008). Student teachers’ achievement goal orientations during teacher studies: Antecedents, correlates and outcomes. Learning and Instruction, 18, 438–452. doi:10.1016/j.learninstruc.2008.06.003
   Web of Science ®Google Scholar
• Manitoba Teachers’ Society. (2009). Yes, there is a clause. Getting to know your employment contract. Retrieved from www.mbteach.org/library/Archives/Brochures/.../bro-ContractQA.pdf
   Google Scholar
• Mason, G. (2011, April 7). Want bleak? Try getting a teaching job. The Globe and Mail. Retrieved from http://www.theglobeandmail.com/commentary/want-bleak-try-getting-a-teaching-job/article623934/
   Google Scholar
• Meece, J. L., & Miller, S. D. (2001). A longitudinal analysis of elementary school students’ achievement goals in literacy activities. Contemporary Educational Psychology, 26, 454–480. doi:10.1006/ceps.2000.1071
   PubMed Web of Science ®Google Scholar
• Midgley, C., Maehr, M., Hruda, L., Anderman, E., Anderman, L., Freema, K., … Urdan, T. (2000). Manual for the patterns of adaptive learning scales. Ann Arbor: University of Michigan.
   Google Scholar
• Nitsche, S., Dickhauser, O., Fasching, M. S., & Dresel, M. (2011). Rethinking teachers’ goal orientations: Conceptual and methodological enhancements. Learning and Instruction, 21, 574–586. doi:10.1016/j.learninstruc.2010.12.001
   Web of Science ®Google Scholar
• Nitsche, S., Dickhäuser, O., Fasching, M. S., & Dresel, M. (2013). Teachers’ professional goal orientations: Importance for further training and sick leave. Learning and Individual Differences, 23, 272–278. doi:10.1016/j.lindif.2012.07.017
   Web of Science ®Google Scholar
• Ontario College of Teachers. (2012). Transition to teaching 2011: Early-career teachers in Ontario schools. Retrieved June 17, 2013, from http://oct.ca
   Google Scholar
• Paulick, I., Retelsdorf, J., & Möller, J. (2013). Motivation for choosing teacher education: Associations with teachers’ achievement goals and instructional practices. International Journal of Educational Research, 14, 295–306. doi:10.1016/j.ijer.2013.04.001
   Web of Science ®Google Scholar
• Retelsdorf, J., Butler, R., Streblow, L., & Schiefele, U. (2010). Teachers’goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout. Learning and Instruction, 20, 30–46. doi:10.1016/j.learninstruc.2009.01.001
   Web of Science ®Google Scholar
• Retelsdorf, J., & Günther, C. (2011). Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices. Teaching and Teacher Education, 27, 1111–1119. doi:10.1016/j.tate.2011.05.007
   Web of Science ®Google Scholar
• Seifert, T. L. (1996). The stability of goal orientations in grade five students: Comparison of two methodologies. British Journal of Educational Psychology, 66, 73–82. doi:10.1111/j.2044-8279.1996.tb01177.x
   Web of Science ®Google Scholar
• Senko, C., & Harackiewicz, J. M. (2005). Regulation of achievement goals: The role of competence feedback. Journal of Educational Psychology, 97, 320–336. doi:10.1037/0022-0663.97.3.320
   Web of Science ®Google Scholar
• Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46, 26–47. doi:10.1080/00461520.2011.538646
   Web of Science ®Google Scholar
• Shim, S. S., Ryan, A. M., & Anderson, C. J. (2008). Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growth-curve analysis. Journal of Educational Psychology, 100, 655–671. doi:10.1037/0022-0663.100.3.655
   Web of Science ®Google Scholar
• Smith, L., Sinclair, K. E., & Chapman, E. S. (2002). Students’ goals, self-efficacy, self-handicapping, and negative affective responses: An australian senior school student study. Contemporary Educational Psychology, 27, 471–485. doi:10.1006/ceps.2001.1105
   Web of Science ®Google Scholar
• Stewart, D. W., Rook, D. W., & Shamdasani, P. N. (2006). Focus groups: Theory and practice. 2nd ed. Thousand Oaks, CA: Sage. doi:10.4135/9781412991841.d51
   Google Scholar
• Tuominen Soini, H., Salmela Aro, K., & Niemivirta, M. (2011). Stability and change in achievement goal orientations: A person-centered approach. Contemporary Educational Psychology, 36, 82–100. doi:10.1016/j.cedpsych.2010.08.002
   Web of Science ®Google Scholar
• Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 524–551. doi:10.1016/S0361-476X(02)00060-7
   Web of Science ®Google Scholar
• Wolters, C. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236–250. doi:10.1037/0022-0663.96.2.236
   Web of Science ®Google Scholar
• Webber, C. F., Aitken, N., Lupart, J., & Scott, S. (2009). The Alberta student assessment study: Final report. Retrieved from education.alberta.ca/media/.../albertaassessmentstudyfinalreport.pdf
   Google Scholar
• Zwaagstra, M. (2011). Standardized testing is a good thing. Policy Series: Frontier Centre for Public Policy, 119, 1–15. Retrieved from www.fcpp.org/files/1/PS119StandardizedTesting.pdf
   Google Scholar