University instructors’ implicit theories of intelligence, achievement goals for teaching, and teaching quality

University instructors’ goals for teaching are important quality. However, studies examining factors that shape goal adoption lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement theory (AGT) and Dweck’s motivation framework, analysed differences in attributable to ITs, mediate relation between ITs instructional Structural equation modeling (SEM) yielded expected relations quality (positive mastery performance-approach goals; negative performance-avoidance work avoidance goals). As hypothesized, stronger endorsement incremental was positively related mastery, negatively goals. were unrelated performance Indirect effects on via significant but rather weak. Implications research fostering discussed.