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Woolfolk-Hoy, A., Hoy, W. K., & Davis, H. A. (2009). Teachers’ self-efficacy beliefs. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 627-653). New York: Routledge.

has been cited by the following article:

• TITLE: Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation

  AUTHORS: Markus Dresel, Michaela S. Fasching, Gabriele Steuer, Sebastian Nitsche, Oliver Dickhäuser

  KEYWORDS: Teacher Motivation; Goal Orientation; Instruction; Classrooms; Achievement Motivation

  JOURNAL NAME: Psychology, Vol.4 No.7, July 8, 2013

  ABSTRACT: Relations between teachers’ goal orientations, their instructional practices as expressed in perceived classroom goal structures and students’ goal orientations were analyzed, focusing also on potential moderators. Results of a questionnaire study with 46 Mathematics teachers and their 930 students supported the assumption that teachers’ goal orientations affect their instructional practices and students’ goal orientations. These effects were, in part, moderated by teacher beliefs (implicit theories, self-efficacy beliefs). Overall, the results provided strong support for the notion that the mechanisms underlying these effects are based on the functionality of certain instructional practices for the attainment of teachers’ goals.