Teachers' goal orientations, classroom goal structures, and emotions: A causal analysis

Hui WANG, Nathan C. HALL, Sonia RAHIMI, Anne C. FRENZEL, Thomas GOETZ

Research output: Other contribution


The current study evaluated the direct and indirect effects of teachers’ goal orientations on classroom goal structures, and teacher emotions. Practicing teachers (N = 495) from the Canadian provinces of Ontario and Quebec were recruited to complete two web-based questionnaires (six-month lag in between) including measures assessing their goal orientations, classroom goal structures, and achievement emotions. Results from cross-lagged analyses and structural equation modeling provide empirical support that teachers’ endorsement of instructional goals not only directly influence their own emotions, but also indirectly influence their emotions through the classroom goal structures they create. Furthermore, results also underscore the importance of work by Butler (2012) in which social dynamics are incorporated as an important element of teachers’ instructional goals. Copyright © 2016 AERA.
Original languageEnglish
Publication statusPublished - Apr 2016


causal analysis

Bibliographical note

Wang, H., Hall, N. C., Rahimi, S., Frenzel, A. C., & Goetz, T. (2016, April). Teachers' goal orientations, classroom goal structures, and emotions: A causal analysis. Poster presented at the Annual Meeting of the American Educational Research Association 2016 (AERA 2016): Public Scholarship to Educate Diverse Democracies, Walter E. Washington Convention Center, Washington, US.