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What reduces the adverse development of motivation at the beginning of secondary education: The relationship between student-perceived teaching practices and changes in students’ achievement goals

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Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten

Part of the book series: Edition ZfE ((EZFE,volume 10))

Abstract

Students’ achievement goals exhibit maladaptive trends throughout their school careers (particularly a decline in learning goals). We examined how changes in student-perceived teaching practices are associated with this development using longitudinal data from 1847 students in 69 classes (4 measurement points over 2 school years). Latent difference score models indicated that changes in class perceptions of whether teaching practices adhered to the CEAS practices (content, evaluation, autonomy, and social support) were positively related to changes in students’ learning goals and performance approach goals. Conversely, if teaching was increasingly perceived to be characterized by competition and social comparisons, performance approach, performance avoidance, and work avoidance goals increased over time. These associations were mediated by changes in student-perceived classroom goal structures. Taken together, these findings highlight the importance of incorporating the CEAS practices into teaching to counteract unfavorable motivational development.

Stefan Janke and Martin Daumiller contributed equally to the article and have split first authorship.

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Notes

  1. 1.

    In the present work, we focus on learning goals as a specific type of mastery goals. Specifically, we define learning goals based on their underlying standpoint of seeking to improve and expand one’s competence. Therefore, they are conceptually different to task-based goals (which focus on doing tasks correctly), and self-based goals (which focus on doing better than one has done in the past). To highlight this theoretical distinction, we use the label “learning goal” opposed to the more general mastery goal label in the present work (see Daumiller et al. 2019).

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Acknowlegements

The presented research was made possible through a research grant by the German Federal Ministry for Education and Research to Oliver Dickhäuser (01 HJ 0901) and Markus Dresel (01 HJ 0902). We thank Katharina Benning, Michaela Fasching, Ines Giermann and Sebastian Nitsche for their scientific work within the respective research project as well as for their contribution to data collection. Furthermore, we thank Keri Hartman for translation of the manuscript and Raven Rinas for language corrections as well as additional proofreading.

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Authors and Affiliations

  1. Universität Mannheim, Mannheim, Germany

    Stefan Janke

  2. Universität Augsburg, Augsburg, Germany

    Martin Daumiller

  3. Universität Zürich, Zürich, Switzerland

    Anna-Katharina Praetorius

  4. Universität Augsburg, Augsburg, Germany

    Markus Dresel

  5. Universität Mannheim, Mannheim, Germany

    Oliver Dickhäuser

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Correspondence to Stefan Janke or Martin Daumiller .

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  1. Universität Potsdam, Potsdam, Deutschland

    Rebecca Lazarides

  2. Universität Greifswald, Greifswald, Deutschland

    Diana Raufelder

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Janke, S., Daumiller, M., Praetorius, AK., Dickhäuser, O., Dresel, M. (2021). What reduces the adverse development of motivation at the beginning of secondary education: The relationship between student-perceived teaching practices and changes in students’ achievement goals. In: Lazarides, R., Raufelder, D. (eds) Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten. Edition ZfE, vol 10. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-31064-6_7

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