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Originalia

Das zeigt doch nur, dass ich’s nicht kann

Published Online:July 01, 2007https://doi.org/10.1026/0049-8637.39.3.120

Abstract

Zusammenfassung. Basierend auf Theorien der motivationalen Zielorientierung analysiert die vorliegende Untersuchung den Zusammenhang zwischen der beruflichen Zielorientierung von N = 224 Lehramtsanwärterinnen und -anwärtern und deren Einstellung gegenüber Hilfesuche. Durch die Vermeidungsleistungszielorientierung (das habituelle Verfolgen des Ziels, nicht als inkompetente Lehrkraft aufzufallen) konnte vorhergesagt werden, inwieweit die angehenden Lehrer/-innen das Erbitten von Hilfe als bedrohlich wahrnahmen. Die Wahrnehmung von Hilfe als lernförderlich konnte durch die Lernzielorientierung (das habituelle Verfolgen des Ziels, als Lehrer/-in die eigenen Kompetenzen zu steigern) vorhergesagt werden. Die Wahrnehmung von Hilfesuche als zusätzlichen Aufwand verursachend stand im Zusammenhang mit der Tendenz zur Arbeitsvermeidung. Die Befunde werden vor dem Hintergrund der Bedeutung motivationaler Faktoren für die Erklärung des Erlebens und Verhaltens von (angehenden) Lehrkräften diskutiert.


That just shows I can’t do it: Goal orientation and attitudes concerning help amongst pre service teachers

Abstract. Drawing upon motivational goal theories, the present study analyses the relation between goal orientation for teaching and the attitudes concerning help-seeking using a sample of N = 224 pre service teachers. Perceptions of help-seeking as threatening to the self could be predicted from avoidance performance goals (i.e., the goal not to be considered as a bad teacher). The perception of help as beneficial for learning could be predicted from learning goals (i.e., the goal to gain expertise in teaching). Work avoidance predicted the perception of help as often causing additional work. We discuss how motivational factors impact on teachers’ beliefs, attitudes, and behavior.

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