Acceso usuarios
Andrew J. Elliot, Özgür Bolat, Omer L. Antalyali, Karen M. Gilbert
Although we often assume that teachers know what is good for bad or their students, these assumptions are rarely tested. In the present research, we directly investigated teachers’ metamotivational knowledge of the links between students’ achievement goals from the trichotomous and 2 × 2 models and their achievement and intrinsic motivation outcomes. We conducted two highly powered, preregistered experiments (Ns = 1,744 and 2,261) with actual third- to 11th-grade teachers in Türkiye (formerly known as Turkey), in which we manipulated the achievement goal of a target student and asked teachers to estimate the student’s achievement and intrinsic motivation. We used the meta-analytic literature as a benchmark to determine teachers’ metamotivational accuracy. Furthermore, we examined potential moderation by school type, specifically, elementary-, middle-, and high school (Study 1) and pre- and post-middle- and high-school transition (Study 2). Our results revealed both accuracy and inaccuracy in teachers’ judgments, with the majority of findings indicating accuracy. The noteworthy inaccuracies involved underestimating the relative benefits of performance-approach goals and the relative costs of mastery-avoidance goals. The pattern of results was completely consistent across the two studies, and the findings were remarkably robust across type of school, as well as various participant and school characteristics. The conceptual and practical implications of the findings are discussed, and the novelty and integrative nature of the research are highlighted. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
