Differentiating Teachers’ Social Goals: Data and Analysis Files

These files contain the anonymized data used to create the tables and figures found in "Differentiating Teachers’ Social Goals: Implications for Teacher-Student Relationships and Perceived Classroom Engagement". <br><br>Please refer to the abstract for the paper below: <br><br>Whereas developing meaningful connections with students has long been documented as critical for promoting classroom engagement, teachers’ differing motives for building relationships with students remain underexplored. This study examined teachers’ social achievement goals from a multidimensional perspective in relation to teachers’ self-efficacy, teacher-student relationships, and perceived classroom engagement. Results from practicing K-12 teachers (N = 154) from across Canada showed three distinct goal orientations including social mastery-approach, social mastery-avoidance, and social ability goals (combining social ability-approach and social ability-avoidance goals). Teachers who aimed to develop better social skills with students (social mastery-approach goals) reported higher self-efficacy, better relationships with students, and greater classroom engagement. In contrast, social goal orientations focused on not losing connections with students (social mastery-avoidance goals) or being well-liked (social ability goals) did not correspond with self-efficacy or classroom outcomes. Implications concerning integrative pedagogies and growth mindsets pertaining to relationship building were discussed.<br>

本数据集包含用于生成《区分教师的社会目标：对师生关系与感知课堂参与度的影响》（Differentiating Teachers’ Social Goals: Implications for Teacher-Student Relationships and Perceived Classroom Engagement）一文内所有表格与图表的匿名化数据。<br><br>请参阅如下论文的摘要：<br><br>尽管学界早已证实，与学生建立富有意义的联结对提升课堂参与度至关重要，但教师构建师生关系的差异化动机仍未得到充分探索。本研究从多维度视角考察了教师的社会成就目标，并探讨其与教师自我效能感（teacher self-efficacy）、师生关系及感知课堂参与度之间的关联。来自加拿大各地的154名在职K-12（幼儿园至十二年级）教师的研究结果显示，存在三种截然不同的目标取向：社会掌握趋近目标（social mastery-approach goals）、社会掌握回避目标（social mastery-avoidance goals），以及社会能力目标（social ability goals，整合社会能力趋近目标（social ability-approach goals）与社会能力回避目标（social ability-avoidance goals））。以与学生建立更优质社交技能为目标的教师（即社会掌握趋近目标取向者）报告了更高的自我效能感、更融洽的师生关系以及更高的课堂参与度感知。与之相对，以避免失去与学生的联结为目标的社会掌握回避目标取向，或以获得学生喜爱为目标的社会能力目标取向，均与教师自我效能感或课堂产出无显著关联。本研究最后探讨了与构建师生关系相关的整合式教学法（integrative pedagogies）及成长型思维（growth mindset）的应用启示。