Abstract

University instructors’ goals for teaching are important for teaching quality. However, studies examining factors that shape instructors’ goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory (AGT) and Dweck’s achievement motivation framework, we analysed whether differences in teaching goals are attributable to differences in ITs, and whether goals mediate the relation between ITs and instructional quality. Structural equation modeling (SEM) yielded the expected relations between goals and instructional quality (positive for mastery and performance-approach goals; negative for performance-avoidance and work avoidance goals). As hypothesized, stronger endorsement of incremental ITs was positively related to mastery, and negatively to work avoidance goals. However, ITs were unrelated to performance goals. Indirect effects of ITs on teaching quality via goals were significant but rather weak. Implications for research and fostering teaching motivation are discussed.

摘要

大学教师的教学目标对教学质量很重要。然而，缺乏对影响教师目标采纳因素的研究。使用来自 785 名教师的数据，我们调查了关于智力延展性的内隐理论 (IT) 是否构成此类因素之一。根据成就目标理论（AGT）和德韦克的成就动机框架，我们分析了教学目标的差异是否归因于IT的差异，以及目标是否在IT与教学质量之间起中介作用。结构方程模型 (SEM) 得出了目标和教学质量之间的预期关系（对掌握和绩效接近目标为正；对绩效回避和工作回避目标为负）。正如假设的那样，对渐进式 IT 的更强支持与掌握程度呈正相关，与工作回避目标呈负相关。然而，IT 与绩效目标无关。IT 通过目标对教学质量的间接影响是显着的，但相当弱。讨论了对研究和培养教学动机的影响。