Social Contagion of Motivation between Teacher and Student: Analyzing Underlying Processes

Autor/inn/en	Radel, Remi; Sarrazin, Philippe; Legrain, Pascal; Wild, T. Cameron
Titel	Social Contagion of Motivation between Teacher and Student: Analyzing Underlying Processes
Quelle	In: Journal of Educational Psychology, 102 (2010) 3, S.577-587 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0019051
Schlagwörter	Physical Education; Teaching Styles; Teacher Characteristics; Persistence; Student Motivation; Inferences; High School Students; Teacher Motivation; Athletics; Tutoring; Self Determination; Cues; Hypothesis Testing; Experimental Groups; Disabilities; Questionnaires; Likert Scales; Sample Size; Validity + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Lehrstil; Unterrichtsstil; Ausdauer; Schulische Motivation; Inference; Inferenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leichtathletik; Förderkonzept; Nachhilfeunterricht; Selbstbestimmung; Stichwort; Hypothesenprüfung; Hypothesentest; Handicap; Behinderung; Fragebogen; Likert-Skala; Gültigkeit
Abstract	We examined (a) whether motivational orientation can spread from teachers to students during 2 consecutive teaching-learning sessions and (b) mechanisms underlying this phenomenon in a special physical education session delivered to high school students. Participants who were taught a sport activity by an allegedly paid instructor reported lower interest in learning and exhibited less persistence in a free-choice period than students taught by a supposedly volunteer instructor, despite receiving the same standardized lesson across experimental conditions. When participants taught the activity to their peers in a subsequent unconstrained learning session, lower levels of interest and behavioral persistence were also exhibited by learners who received the second lesson. A structural equation model confirmed that learners at the end of this educational chain made inferences about how intrinsically motivated their peer tutors were, on the basis of their teaching style (i.e., autonomy-supportive behaviors) and the positive affects they displayed. These inferences, in turn, affected the students' own intrinsic motivation for the activity. Results are interpreted in relation to self-determination theory, and practical implications of the findings are discussed. (Contains 1 footnote, 2 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10