The Influence of Teachers' Intrinsic Motivation on Students' Intrinsic Motivation: The Mediating Role of Teachers' Motivating Style and Teacher-Student Relationships

Autor/inn/en	Zou, Honghui; Yao, Jihai; Zhang, Yuexin; Huang, Xinyi
Titel	The Influence of Teachers' Intrinsic Motivation on Students' Intrinsic Motivation: The Mediating Role of Teachers' Motivating Style and Teacher-Student Relationships
Quelle	In: Psychology in the Schools, 61 (2024) 1, S.272-286 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zou, Honghui) ORCID (Yao, Jihai) ORCID (Zhang, Yuexin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23050
Schlagwörter	Teacher Motivation; Student Motivation; Teacher Influence; Teaching Styles; Teacher Student Relationship; Secondary School Teachers; Secondary School Students; Personal Autonomy + Suchen Sie Ihr Suchwort? Schulische Motivation; Lehrstil; Unterrichtsstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Individuelle Autonomie
Abstract	Teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning are important contributors to effective teaching and learning, and exploring their relationships and influencing mechanisms can clarify the path to promote teachers' professional development and students' overall growth. In our study, 44 secondary school teachers and 2461 secondary school students completed questionnaires, and a multilevel structural equation model was used to explore the influence of teachers' intrinsic motivation for teaching on students' intrinsic motivation for learning and the mediating role of teachers' motivating style and teacher-student relationships. The results showed that (1) teachers' intrinsic motivation for teaching was significantly positively correlated with students' intrinsic motivation for learning, and the former had a significant direct effect on the latter; (2) teachers' autonomy-supporting motivating style, positive teacher-student relationships, and negative teacher-student relationships played mediating roles between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning; and (3) teachers' motivating style and teacher-student relationships played a chained mediating role between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01