Teacher Motivation and Student Outcomes: Searching for the Signal

Autor/inn/en	Bardach, Lisa; Klassen, Robert M.
Titel	Teacher Motivation and Student Outcomes: Searching for the Signal
Quelle	In: Educational Psychologist, 56 (2021) 4, S.283-297 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2021.1991799
Schlagwörter	Teacher Motivation; Self Determination; Teaching Methods; Outcomes of Education; Teacher Influence; Academic Achievement; Goal Orientation; Teacher Student Relationship; Situational Tests; Educational Research; Research Design; Longitudinal Studies; Diversity + Suchen Sie Ihr Suchwort? Selbstbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Schulleistung; Zielorientierung; Zielvorstellung; Teacher student relationships; Lehrer-Schüler-Beziehung; Situationsansatz; Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Recent years have witnessed a burgeoning interest in the study of teacher motivation. Although links between teacher motivation and teacher well-being, commitment to the profession, and other teacher-related outcomes are well-documented, prior research on associations between teacher motivation and student outcomes has been less consistent. This article focuses on teacher motivation as situated within two prominent frameworks: self-determination theory and achievement goal theory. First, two systematic reviews of research on self-determination theory and achievement goal theory are conducted to examine whether, when, how, and why teachers' motivation may influence--or at least relate to--which student outcomes. The processes by which teacher motivation is associated with student outcomes, such as via specific instructional strategies, are also taken into account. Second, the question of why research on teacher motivation often fails to find consistent effects on student outcomes is considered, including where in the complex chain of events from teacher motivation to student outcomes the signal gets lost. Third, the need to study the reverse ordering of effects, reciprocal effects, and the dynamic interplay between teacher motivation and student outcome variables is discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01