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School Goal Structures and Violence against Educators before and during COVID-19

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Title: School Goal Structures and Violence against Educators before and during COVID-19
Language: English
Authors: Eric M. Anderman (ORCID 0000-0002-3473-0971), Andrew H. Perry (ORCID 0000-0002-4680-0789), Hyun Ji Lee (ORCID 0000-0002-9511-8452), Susan D. McMahon (ORCID 0000-0002-3710-8811), Ron A. Astor (ORCID 0000-0003-0625-7061), Dorothy L. Espelage (ORCID 0000-0003-0658-2067), Andrew Martinez (ORCID 0000-0002-2816-8134), Linda A. Reddy (ORCID 0000-0001-8314-2810), Frank C. Worrell (ORCID 0000-0002-7122-527X)
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
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: School Goal Structures and Violence against Educators before and during COVID-19
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Eric+M%2E+Anderman%22">Eric M. Anderman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3473-0971">0000-0002-3473-0971</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrew+H%2E+Perry%22">Andrew H. Perry</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4680-0789">0000-0002-4680-0789</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hyun+Ji+Lee%22">Hyun Ji Lee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9511-8452">0000-0002-9511-8452</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susan+D%2E+McMahon%22">Susan D. McMahon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3710-8811">0000-0002-3710-8811</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ron+A%2E+Astor%22">Ron A. Astor</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0625-7061">0000-0003-0625-7061</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dorothy+L%2E+Espelage%22">Dorothy L. Espelage</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0658-2067">0000-0003-0658-2067</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrew+Martinez%22">Andrew Martinez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2816-8134">0000-0002-2816-8134</externalLink>)<br /><searchLink fieldCode="AR" term="%22Linda+A%2E+Reddy%22">Linda A. Reddy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8314-2810">0000-0001-8314-2810</externalLink>)<br /><searchLink fieldCode="AR" term="%22Frank+C%2E+Worrell%22">Frank C. Worrell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7122-527X">0000-0002-7122-527X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Violence%22"><i>Journal of School Violence</i></searchLink>. 2024 23(4):433-447.
– Name: Avail
  Label: Availability
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  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
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  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22School+Safety%22">School Safety</searchLink><br /><searchLink fieldCode="DE" term="%22School+Violence%22">School Violence</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Welfare%22">Teacher Welfare</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/15388220.2024.2318703
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1538-8220<br />1538-8239
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Data: 2024
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  Label: Accession Number
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  Data: EJ1441397
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        Value: 10.1080/15388220.2024.2318703
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      – Text: English
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      Pagination:
        PageCount: 15
        StartPage: 433
    Subjects:
      – SubjectFull: School Safety
        Type: general
      – SubjectFull: School Violence
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Student Motivation
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      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Teacher Welfare
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      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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