Relations between Teachers’ Classroom Goals and Values - A Case Study of High School Teachers in Far North Queensland, Australia - Article

Oct 15, 2026

Uploaded by Jasmine

Empirical evidence on how teachers’ classroom goals relate to their values remains limited, particularly regarding links to variables tied to students’ achievement motivation. This Australian study examined the relationship in a sample of 102 high school teachers from seven schools in Cairns, Queensland. Using Wentzel’s Classroom Goals Scales and Schwartz’s Portrait Values Questionnaire, results indicated multiple positive associations between teachers’ goals and values. Social goals related broadly, while academic goals aligned with distinct value dimensions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Introduction

Achievement goals

Achievement Goal Theory

Classic Achievement Goal Theory

2x2 Achievement Goal Framework

Australian Journal of Teacher Education | Volume 39
Issue 8 Vol 39, 8, August 2014 | Article 1 | | --- | --- | | 2014
Relations between Teachers’Classroom Goals and Values: A Case Study of High School Teachers in Far North Queensland, Australia
Claudia E. Pudelko
James Cook University, Cairns, [claudia.pudelko@jcu.edu.au](claudia.pudelko@jcu.edu.au)
Helen J. Boon
James Cook University, Townsville, [helen.boon@jcu.edu.au](helen.boon@jcu.edu.au) | | Recommended Citation Pudelko, C. E., & Boon, H. J. (2014). Relations between Teachers’ Classroom Goals and Values: A Case Study of High School Teachers in Far North Queensland, Australia. Australian Journal of Teacher Education, 39 (8). Retrieved from [http://ro.ecu.edu.au/ajte/vol39/iss8/1](http://ro.ecu.edu.au/ajte/vol39/iss8/1) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol39/iss8/1](http://ro.ecu.edu.au/ajte/vol39/iss8/1) Australian Journal of Teacher Education Relations between Teachers’ Classroom Goals and Values: A Case Study of High School Teachers in Far North Queensland, Australia Claudia Pudelko Helen J Boon James Cook University Abstract: To date, there is an empirical gap in the evidence of the relations between teachers’ classroom goals and values, two key variables linked to students’achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland using items of Wentzel’s Classroom Goals Scales and Schwartz’s Portrait Values Questionnaire. Results showed several positive associations between teachers’ classroom goals and values. Social goals were linked to a wide range of values, while academic goals were linked to specific value dimensions, e.g. mastery approach goals were positively correlated with openness to change and self-transcendence values, performance approach goals with selfenhancement values and conformity. Mastery approach goals and social goals were related to similar values, unlike performance approach goals. Schools could benefit from examining their hidden value curriculum in order to maximise teachers’communication of academically relevant learning goals. Introduction Over 40 years of research has demonstrated that values and goals are primary influences on achievement motivation in students (Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean, 2006) . Goals give students purpose for pursuing tasks (Ames, 1992) and motivate effective learning behaviour (Walberg & Uguroglu, 1980) . Values can influence actions (Holland & Verplanken, 2002) and direct achievement motivation (Liem, Martin, Porter, & Colmar, 2012) . Moreover, Liem and Nie (2008) showed that internalised values canelicit certain achievement goals. Thus, values and goals are interdependent constructs. Recent development of research on achievement motivation has adopted asociocultural view, arguing that achievement motivation is a learned cognitive behaviour that depends on context (Schunk, 2004) . At school, teachers were identified as important influences upon students’ achievement motivation. Teachers make pedagogical choices according to the values and goals they aim to develop in students (Ames & Ames, 1984; Lopes & Santos, 2012), teachers communicate what counts as achievement through expectations and rewards (McClelland, Atkinson, Clark, & Lowell, 1976) and teachers can impart values and goals on students (Martin & Dowson, 2009; Wentzel, Baker, & Russell, 2012) . Therefore, classroom goals and values are potentially key drivers of teachers’pedagogy and in turn, students’ achievement motivation. Because of the proposed influence of goals and values on classroom teaching and students’ achievement motivation, it is important to understand relations between these variables. Past research reported correlations between students’ achievement goals and values (Liem et al., 2012),

FAQs

What was the aim of the study?

The study aimed to investigate the relationship between teachers’ classroom goals and teachers’ values in an Australian teacher sample.

How was the relationship between goals and values measured?

The researchers surveyed 102 high school teachers using Wentzel’s Classroom Goals Scales and Schwartz’s Portrait Values Questionnaire.

What associations did the study find between classroom goals and values?

Several positive associations were found: social goals linked to a wide range of values, and academic goals linked to specific value dimensions, including differing patterns for mastery and performance approach goals.

Oct 15, 2026

Uploaded by Jasmine