Pre-service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility: The moderated mediating effects of emotions about teaching
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Çetin and Eren (2022) provide a model for understanding identity by drawing on teachers' achievement goal orientations for teaching, emotions about teaching, teacher identity and teachers' sense of personal responsibility.
“and also teachers' achievement goal orientations for teaching, emotions about teaching, teacher identity and teachers' sense of personal responsibility (Çetin & Eren, 2022).”
From Understanding teacher identity in teachers' professional lives: A systematic review of the literature (2023) · cites this paper as Çetin & Eren, 2022
The professional identities teachers adopt directly influence learners' engagement, participation, motivation, and broader learning behaviours.
“The professional identities teachers adopt directly influence learners' engagement, participation, motivation, and broader learning behaviours [43,44].”
From Are Pre-Service Teachers Receiving Quality Mentoring in Rural Schools? A Synopsis from Research in South Africa (2026) · cites this paper as [43]
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 27,815 · see citing works
Pekrun, R. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9029-9 · Cited by 5,566 · cited 1× · see citing works
“Nonetheless, the multidimensional nature of teacher emotions was not considered in previous studies (Pekrun, 2006).”
BackgroundFredrickson, B. L. (2001) · American Psychologist · doi:10.1037//0003-066x.56.3.218 · Cited by 3,512 · see citing works
Redefining teaching, re-imagining teacher education
Grossman, P., Hammerness, K., & McDonald, M. (2009) · Teachers and Teaching · doi:10.1080/13540600902875340 · Cited by 1,759 · cited 1× · see citing works
“Likewise, educationally rich practicum processes, during which PTs are supported and guided effectively (Smith & Ingersoll, 2004) through such strategies as professional dialogue, reflective teaching, mentoring, communities of learning, and journal writing (Grossman et al., 2009; Korthagen et al., 2006) may help PTs t…”
BackgroundREEVE, J. (2009) · Educational Psychologist · doi:10.1080/00461520903028990 · Cited by 1,728 · see citing works
Givens Rolland, R. (2012) · Review of Educational Research · doi:10.3102/0034654312464909 · Cited by 138 · see citing works
Dominant achievement goals of older workers and their relationship with motivation-related outcomes
de Lange, A. H., Van Yperen, N. W., Van der Heijden, B. I. J. M., & Bal, P. M. (2010) · Journal of Vocational Behavior · doi:10.1016/j.jvb.2010.02.013 · Cited by 138 · see citing works
Lennert da Silva, A. L., & Mølstad, C. E. (2020) · The Curriculum Journal · doi:10.1002/curj.3 · Cited by 63 · see citing works
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Rushton, E. A. C., Rawlings Smith, E., Steadman, S., & Towers, E. (2023) · Review of Education · doi:10.1002/rev3.3417 · Cited by 156 · see citing works
Tsoka, M., Runhare, T., Machisi, E., & Magosha, T. A. (2026) · Trends in Higher Education · doi:10.3390/higheredu5020037
- Authors
- Çetin, G., & Eren, A.
- Affiliations
- Bolu Abant İzzet Baysal University (TR)
- Corresponding author
- Çetin, Güler
- Eren, Altay
- Venue
- Educational Research for Policy and Practice
- Published
- 2021-08-12
- Volume
- 21
- Issue
- 2
- Pages
- 245-283
- ISSN
- 1570-2081 (ISSN-L)
- 1573-1723
- OpenAlex
- W3193331854
- Cited by
- 16
- References
- 8
- Citations by year
- 2026: 5 · 2025: 4 · 2024: 1 · 2023: 5 · 2022: 1
- FWCI
- 3.08
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Research for Policy and Practice (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- pre-service teachers, achievement goal orientation, teacher identity, enjoyment, teaching anxiety, moderated mediation, teacher professional development
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