Teachers' Perception of Classes' Engagement, Observed Motivating Teaching Practices, and Students' Motivation: A Mediation Analysis

Autor/inn/en	André, Amael; Tessier, Damien; Louvet, Benoit; Girard, Edwin
Titel	Teachers' Perception of Classes' Engagement, Observed Motivating Teaching Practices, and Students' Motivation: A Mediation Analysis
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 6, S.1527-1542 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (André, Amael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-023-09805-y
Schlagwörter	Teacher Attitudes; Learner Engagement; Student Motivation; Teaching Methods; Motivation Techniques; Mediation Theory; Physical Education Teachers + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Motivationsförderung; Mediationsverfahren; Physical education; Physical training; Teacher; Teachers; Sportlehrer
Abstract	Based on self-determination theory, this study examines the relations between teachers' perception of classes' engagement, their motivating teaching practices, and students' motivation. Fifty-two physical education (PE) teachers and their 1,040 students from 52 classes participated in this study. Teachers' perception of classes' engagement was self-reported one week before their motivating teaching practices were observed. At the end of the observed lesson, students completed a questionnaire assessing their situational motivation toward PE. Results indicated that teachers' perception of class engagement predicted different dimensions of students' self-determined motivation, and that these relations were fully mediated by teachers' behaviors. More specifically, the more teachers reported high scores in class engagement, the more they displayed need-supportive behaviors that were, in turn, related to positive students' motivational outcomes. These results suggest that teachers' perception of class engagement could exacerbate motivational differences between classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01