What determines teachers’ use of motivational strategies in the classrooms? A self-determination theory perspective
Liu, W. C., Wang, C. K. John, Reeve, Johnmarshall, Kee, Ying Hwa and Chian, Lit Khoon. (2019). What determines teachers’ use of motivational strategies in the classrooms? A self-determination theory perspective. Journal of Education. https://doi.org/10.1177/0022057419881171
|Liu, W. C., Wang, C. K. John, Reeve, Johnmarshall, Kee, Ying Hwa and Chian, Lit Khoon
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.
|teacher motivation; perceived job pressure; student motivation; motivational strategies; self-determination theory
|Journal of Education
|Sage Publications Ltd.
|Digital Object Identifier (DOI)
|Institute for Positive Psychology and Education
|Place of publication
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