School Goal Structures and Violence against Educators before and during COVID-19
Saved in:
| Title: | School Goal Structures and Violence against Educators before and during COVID-19 |
|---|---|
| Language: | English |
| Authors: | Eric M. Anderman (ORCID |
| Source: | Journal of School Violence. 2024 23(4):433-447. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | School Safety, School Violence, Teacher Characteristics, Institutional Characteristics, Teacher Attitudes, Goal Orientation, Student Motivation, Teacher Student Relationship, Teacher Welfare, Elementary School Teachers, Secondary School Teachers, COVID-19, Pandemics |
| DOI: | 10.1080/15388220.2024.2318703 |
| ISSN: | 1538-8220 1538-8239 |
| Abstract: | We examined relations of U.S. teachers' perceptions of mastery and performance goal structures to violence perpetrated against them before and during COVID-19. We hypothesized that perceptions of an instructional emphasis on mastery (i.e. mastery goal structure) would be related to lower levels of victimization, whereas perceptions of an emphasis on performance (i.e. performance goal structure) would be related to greater victimization. Using a sample of 9,363 teachers, we conducted negative binomial regression analyses, controlling for teacher and school characteristics. Perceptions of a performance goal structure were related to higher levels of teacher-directed violence, whereas perceptions of a mastery goal structure were related to lower levels of violence. Results underscore the benefits of school mastery versus performance goal structures for bolstering student motivation and teacher safety. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441397 |
| Database: | ERIC |
| Abstract: | We examined relations of U.S. teachers' perceptions of mastery and performance goal structures to violence perpetrated against them before and during COVID-19. We hypothesized that perceptions of an instructional emphasis on mastery (i.e. mastery goal structure) would be related to lower levels of victimization, whereas perceptions of an emphasis on performance (i.e. performance goal structure) would be related to greater victimization. Using a sample of 9,363 teachers, we conducted negative binomial regression analyses, controlling for teacher and school characteristics. Perceptions of a performance goal structure were related to higher levels of teacher-directed violence, whereas perceptions of a mastery goal structure were related to lower levels of violence. Results underscore the benefits of school mastery versus performance goal structures for bolstering student motivation and teacher safety. |
|---|---|
| ISSN: | 1538-8220 1538-8239 |
| DOI: | 10.1080/15388220.2024.2318703 |
