The Predictive Role of Teaching Styles on Omani Students' Mathematics Motivation

Autor/inn/en	Aldhafri, Said; Alrajhi, Marwa
Titel	The Predictive Role of Teaching Styles on Omani Students' Mathematics Motivation
Quelle	In: International Education Studies, 7 (2014) 6, S.135-144 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Teaching Styles; Student Motivation; Mathematics; Grade 8; Questionnaires; Student Attitudes; Mathematics Teachers; Multiple Regression Analysis; Elementary School Students; Oman + Suchen Sie Ihr Suchwort? Ausland; Lehrstil; Unterrichtsstil; Schulische Motivation; Mathematik; School year 08; 8. Schuljahr; Schuljahr 08; Fragebogen; Schülerverhalten; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	The current study explored the effects of two teaching styles, authoritative and authoritarian, on students' mathematics motivation. The two motivational constructs examined were intrinsic and extrinsic motivation. Data were collected from 425 Omani 8th grade students (males = 202/females = 223, mean age = 13.44, SD = 0.79). Through two questionnaires, students reported their perceptions of their math teachers' teaching styles, and their own motivational orientation towards mathematics. Multiple regression models were used to analyze the data. The findings suggest the two teaching styles play a role in predicting students' mathematics motivation. An authoritative teaching style seems to be the better predictor of the two motivational constructs, when compared with an authoritarian style. Eighteen percent of the variance was accounted for in the intrinsic motivation model, compared with only five percent in the extrinsic motivation model. The educational and cultural contexts were discussed in relation to the research results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01