Literaturnachweis - Detailanzeige
| Autor/inn/en | Liu, W. C.; Wang, C. K. John; Reeve, Johnmarshall; Kee, Ying Hwa; Chian, Lit Khoon |
|---|---|
| Titel | What Determines Teachers' Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective |
| Quelle | In: Journal of Education, 200 (2020) 3, S.185-195 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Wang, C. K. John) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0574 |
| DOI | 10.1177/0022057419881171 |
| Schlagwörter | Student Motivation; Classroom Techniques; Self Determination; Stress Variables; Teacher Attitudes; Predictor Variables; Personal Autonomy; Teacher Motivation; Psychological Needs; Secondary School Teachers; Foreign Countries; Motivation Techniques; Singapore |
| Abstract | This study examined the antecedents of teachers' use of motivational strategies in the classroom using self-determination theory. It was found that teachers' autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers' perception of their students' self-determined motivation directly predicted teachers' use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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