ERIC Number: EJ1445603
Record Type: Journal
Publication Date: 2024-Dec
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0119-5646
EISSN: EISSN-2243-7908
Linking Teachers' Student-Oriented Goals to Their Emotions in Mathematics Classrooms: The Mediation of Personal Achievement Goals
Asia-Pacific Education Researcher, v33 n6 p1327-1337 2024
The appraisal theories of emotions and existing studies have indicated the relationships between emotions and goals. However, little research has investigated the role of teachers' student-oriented goals for their emotions. This study examined how teachers' teaching-related emotions relate to their student-oriented goals directly or indirectly through personal achievement goals. A sample of 676 senior secondary mathematics teachers in China (78.6% were female, 56.2% were more than 41 years old, and 64.3% had 15-year or above teaching experiences) voluntarily completed an online questionnaire, and confirmatory factor analysis and structural equation modeling were performed to analyze the data. The results showed that teachers' student-oriented mastery goals were positive predictors of their enjoyment/satisfaction and negative predictors of anger/anxiety. By contrast, teachers' student-oriented performance goals predicted their enjoyment negatively and anger/anxiety positively. The indirect effects of student-oriented goals on teacher emotions through personal achievement goals were also significant. This study specifies the mechanisms underlying the relationships between teachers' goals and emotions, substantiating and advancing the existing theories and the reciprocal model of teacher emotions.
Descriptors: Emotional Response, Goal Orientation, Secondary School Teachers, Mathematics Teachers, Achievement, Predictor Variables, Psychological Patterns, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A