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• W4310731369 startingPage "102139" @default.
• W4310731369 abstract "Prior research has demonstrated that achievement goals for teaching matter for student learning and teacher experiences. While previous studies have primarily focused on how goals differ between individuals, educational theorists and practitioners have proposed that investigating variation within individuals may be more suitable for explaining their daily experiences. To investigate the magnitude of within-person variation in goals, we distinguished between temporal variability and context specificity and tested their relevance for differences in emotional experiences when teaching. One-hundred-and-eight higher education teachers participated with 213 courses and 949 consecutive course sessions across an average of five weeks. Before each session, they reported their current achievement goals, and directly afterwards, the emotions they experienced throughout the respective session. We used multilevel analyses to investigate sources of variation in these constructs. Results indicated that between half and two thirds of the variability in goal pursuit could be attributed to a stable-general fraction (between-level: different teachers), and that goal pursuit also had substantial amounts of variable-general (different semester weeks of the teachers), stable-specific (different courses of the teachers), and variable-specific (remaining session variance) fractions. Variability in emotions could also be attributed to these four fractions to a substantial extent, with the stable-general fraction being lower than for the goals. Further, emotions were systematically related to achievement goals, with different effects being observable for the different levels. Taken together, these findings contribute to a better understanding of how to conceptualize and assess achievement goals for teaching and how they are intertwined with emotions." @default.
• W4310731369 created "2022-12-16" @default.
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• W4310731369 date "2023-01-01" @default.
• W4310731369 modified "2023-10-01" @default.
• W4310731369 title "Different time and context = Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions" @default.
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• W4310731369 doi "https://doi.org/10.1016/j.cedpsych.2022.102139" @default.
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