Presenting a casual model of relationship between Perception of achievement goals and the application of active teaching methods: the meditating role of teaching emotions Among Physical Education Teachers

Document Type : Original research

Authors
zohreh soleimani 1
ahmad rastegar 2
fatemeh zamani 1
1 Department of Educational Sciences, Payam Noor University, Arak

2 Assistant Professor of Educational Planning at Payam Noor University, Tehran.

10.22089/spsyj.2018.4687.1499
Abstract
The purpose of this study was to provide a causal model of the relationships between learners' perception of achievement goals and application of active teaching methods by physical education teachers with the mediating role of teaching emotions. In this regard, 317 physical education teachers of Isfahan province were selected by multistage cluster sampling and responded to the achievement goals, active teaching methods and teaching emotions. In the study of causal relationships between variables, path analysis and LISREL software were used. The results showed that mastery goals, through the mediation of positive and negative emotions, have indirect and positive effect on active teaching methods; while the impact of the performance-approach and performance-avoidance goals are indirect and negative. Also, the amount of variance explained by the use of active teaching methods indicates the importance of teachers' perceptions of teaching goals and emotions in using active teaching methods.
Keywords
Keywords: active teaching methods
perception of achievement goals
teaching emotions

Main Subjects

  1. Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77.
  2. Cross, D. I., & Hong, J. Y. (2012). An ecological examination of teachers' emotions in the school context. Teaching and Teacher Education, 28(7), 957-967.
  3. Dinger, F. C. Dickhäuser, O. Spinath, B. & Steinmayr, R. (2013). Antecedents and consequences of students' achievement goals: A mediation analysis. Learning and Individual Differences, 28, 90-101.
  4. Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3× 2 achievement goal model. Journal of Educational Psychology, 103(3), 632.
  5. Elliott, A., & Harackiewicz, J. (1996). Approach and avoidance achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 73, 171-185.
  6. Emmer, E. T. (1994). Towards an understanding of the primacy of classroom management and discipline. Teaching Education, 6(1), 65-69.
  7. Frenzel A. C., Goetz T., Stephens E. J., & Jacob B. (2009) Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test. In P. Schutz, & M. Zembylas (eds.). Advances in teacher emotion research (pp.129-151). Boston, MA: Springer.
  8. Frenzel, A. (2014). Teacher emotions. International handbook of emotions in education, 494-519.
  9. Frenzel, A., Pekrun, R., & Goetz, T. (2010). Achievement emotions questionnaire for teachers (AEQ-teacher)—User’s manual. Available at: [www.sciencedirect.com].
  10. Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction, 41, 115-125.
  11. Goran, L., & Negoescu, G. (2015). Emotions at work. The Management of Emotions in the Act of Teaching. Procedia-Social and Behavioral Sciences, 180, 1605-1611.
  12. Hargreaves, A. (1998). The emotional politics of teaching and teacher development: With implications for educational leadership. International Journal of Leadership in Education, 1(4), 315-336.
  13. Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Teachers' emotions and emotion regulation strategies: Self-and students' perceptions. Teaching and Teacher Education, 54, 22-31.
  14. Keller, M. M., Frenzel, A. C., Goetz, T. Pekrun, R., & Hensley, L. (2014). Exploring teacher emotions: Teacher motivation. Theory and Practice, 69-82.
  15. Kharazi, S., Ezhehei, J., Ghazi, T. S. M., & Kareshki, H. (2008). An investigation of the relationships between achievement goals, Self-Efficiency and metacognitive strate-gies: Testing a causal model. Available at: [www.sid.ir].
  16. Lee, J. C. K., & Yin, H. B. (2011). Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25-46.
  17. Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97(2), 197-213
  18. Mih, V., Mih, C., & Dragoş, V. (2015). Achievement goals and behavioral and emotional engagement as precursors of academic adjusting. Procedia-Social and Behavioral Sciences, 209, 329-336.
  19. Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135
  20. Rajabi, F. (2006). Comparison of students' emotional intelligence with teachers' active and inaccurate teaching methods at the fifth grade of elementary schools of girls and boys in Abadeh, 2005-2006. (Unpublished Master's thesis). Tabriz University, Tabriz.
  21. Rastegar, A., Seif, M. H., & Abedini, Y. (2017). Presenting a causal model of relationship between psychological capital and teaching emotions: The mediating role of emotional exhaustion. Applied PsychologicalResearch (Psychology and Educational Sciences), Volume 7, Number 4, 51 - 71.
  22. Rastegar, A., Saif, M., & Talebi, S. (2014). Presentation of the causal model of prediction of computer anxiety based on the cognitive-social approach of duec (Case study of Payame Noor University of Fars province). Quarterly Journal of Research in School and Virtual Learning, 2(5), 55-68.
  23. Rastegar, A., Mazlomian, S. S. M. H., & Jahromi, R. A. (2016). The role of mediating the goals of progress in the effect of the need for graduation on academic procrastination. New Educational Approaches, 10(2), 41-60
  24. Razavi, S. M H., Rouhani, S. M H., & Firoozabadi, A. H. (2014). An analysis of the effective factors of improving the place of teaching in schools. Research on Sport Management and Motor Behavior, 10(19), 69-80.
  25. Saeed, N., & Zare, H. (2015). Advanced teaching method in Tehran. Tehran: Payame Noor Publications.
  26. Saif, M. H., & Dawood, M. (2016). Status and impact of active teaching methods on lifelong learning.  Presented at the First International Conference on Management, Economics, Accounting and Educational Sciences,
  27. IRAN,Sari, Future Research and Advisory Co., Payam Noor Naka University     
  28. Schutz, P. A. (2014). Inquiry on teachers’ emotion. Educational Psychologist, 49(1), 1-12.
  29. Schutz, P. A., & Lanehart, S. L. (2002). Introduction: emotions in education. Educational Psychologist, 37(2), 67-68.
  30. Seifert, T. L. (1995). Academic goals and emotions: A test of two models. The Journal of Psychology, 129(5), 543-552.
  31. Shafi, H., Bahmanabadi, S., & Balochzadeh, F. (2013). Determining the role of progress objectives in mediation the relationship between classroom assessment structure and academic achievement of students: A descriptive study. Iranian Journal of Medical Education, 13, 123-133
  32. Sirbu, C. C. & Tonea, E. (2015). Teachers’ management roles in the development of communication skills. Procedia-Social and Behavioral Sciences, 174, 3948-3952.
  33. Sobhi Lord, M. Firoozabad Taba, S. & Fields, M. (2015). Comparative Comparison of Active and Inactive Methods of Teaching and its Impact on Students' Learning. Paper presented at the First International Conference on Management, Economics, Accounting and Educational Sciences
  34. Sutton, R. E. & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational psychology review, 15(4), 327-358.
  35. Taxer, J. L. & Frenzel, A. C. (2015). Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions. Teaching and Teacher Education, 49, 78-88.
  36. Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607-621.
  37. Uitto, M. Jokikokko, K. & Estola, E. (2015). Virtual special issue on teachers and emotions in Teaching and Teacher Education (TATE) in 1985–2014. Teaching and Teacher Education, 50, 124-135.
  38. Yin, H.b. & Lee, J. C.K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education, 28(1), 56-65.
Sport Psychology Studies
Volume 7, Issue 25 - Serial Number 25
September 2018
Pages 111-130

  • Receive Date 25 August 2017
  • Revise Date 24 March 2018
  • Accept Date 30 April 2018