Motivating Adolescents: High School Teachers' Perceptions and Classroom Practices

Autor/inn/en	Hardre, Patricia L.; Sullivan, David W.
Titel	Motivating Adolescents: High School Teachers' Perceptions and Classroom Practices
Quelle	In: Teacher Development, 13 (2009) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Student Attitudes; Self Efficacy; Teacher Effectiveness; Student Motivation; Secondary School Teachers; Classroom Environment; Educational Policy; Adolescents; High School Students; Student Needs; Classroom Techniques; Questionnaires; Interpersonal Relationship; Interpersonal Competence; Intervention; Predictor Variables; Self Determination + Suchen Sie Ihr Suchwort? Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulische Motivation; Klassenklima; Unterrichtsklima; Politics of education; Bildungspolitik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Klassenführung; Fragebogen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Prädiktor; Selbstbestimmung
Abstract	This study investigated high school teachers' perceptions of the motivational needs of their students and the strategies they used to address those needs. Participants were 96 teachers in 15 high schools in a Southwestern state in the USA. Data were collected via paper-based questionnaires addressing teachers' perceptions of: supportive classroom environment, students' general motivation, causes of student lack of motivation, teachers' self-efficacy for motivating students, interpersonal style, and motivating strategies. Quantitative data were analyzed by correlation and multiple regressions. Teachers' efficacy for diagnosing and intervening for students' motivation, and their interpersonal motivating styles, predicted their strategy use. Both internal and external causal perceptions explained important parts of variance in teachers' perceptions of students' overall motivation. Strategies that teachers use, in turn, predicted the supportiveness of their classroom environments. Surprisingly, teachers' perceptions of causes of motivation did not predict either environment or strategy selection. Implications for educational policy and classroom practice are discussed. (Contains 1 note and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10