Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22581
Full metadata record
DC FieldValueLanguage
dc.contributor.authorLuo, Serena Wenshuen
dc.contributor.authorLim, Simon Qing Weien
dc.contributor.authorChoong, Pek Lanen
dc.contributor.authorLiem, Gregory Arief D.en
dc.date.accessioned2021-01-06T05:08:31Z-
dc.date.available2021-01-06T05:08:31Z-
dc.date.issued2020-
dc.identifier10.1080/02188791.2019.1705760-
dc.identifier.citationLuo, W., Lim, S. Q. W., Choong, P. L., & Liem, G. A. D. (2020). Perceived school goal structure, achievement goals and emotions in teaching of Singapore teachers. Asia Pacific Journal of Education, 40(3), 344-355. https://doi.org/10.1080/02188791.2019.1705760en
dc.identifier.issn0218-8791 (print)-
dc.identifier.issn1742-6855 (online)-
dc.identifier.urihttp://hdl.handle.net/10497/22581-
dc.descriptionThis is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at http://www.tandfonline.com/10.1080/02188791.2019.1705760en
dc.description.abstractThis study investigated the mediational relationship between teachers’ perceived school goal structure, achievement goals and emotions in teaching. The participants were 495 Singapore teachers who took an online survey on the measured variables. We conducted structural equation modelling to test the hypothesized mediation model and found that teachers’ achievement goals partially mediated the relationship between teachers’ perceived school goal structure and emotions in teaching. More specifically, teachers’ perceived school learning goal structure was associated positively with their mastery goals and performance-approach goals. Via mastery goals, teachers’ perceived school learning goal structure was associated positively with enjoyment, and negatively with anger and anxiety in teaching. In addition, teachers’ perceived school learning goal structure was also directly associated with teacher enjoyment positively and teacher anger negatively. Teachers’ perceived school performance goal structure was associated positively with their performance-approach and performance-avoidance goals, and it was associated positively with teacher anxiety via the mediation of performance-avoidance goals. Theoretical and practical implications of the findings are discussed.en
dc.description.urihttp://www.tandfonline.com/10.1080/02188791.2019.1705760-
dc.language.isoenen
dc.subjectPerceived school goal structureen
dc.subjectTeacher achievement goalsen
dc.subjectTeacher enjoymenten
dc.subjectTeacher angeren
dc.subjectTeacher anxietyen
dc.titlePerceived school goal structure, achievement goals and emotions in teaching of Singapore teachersen
dc.typePostprinten
dc.description.projectOER 06/17LWS-
dc.grant.idEducation Research Funding Programmeen
dc.grant.fundingagencyMinistry of Education, Singaporeen
Appears in Collections:Journal Articles
Files in This Item:
File Description SizeFormat 
APJE-40-3-344.pdf
  Until 2021-07-01
370.87 kBAdobe PDFUnder embargo until Jul 01, 2021
Show simple item record

Page view(s)

15
checked on Mar 3, 2021

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.