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 Chian, Lit Khoon
Liu, W. C.
Wang, C. K. John
Reeve, Johnmarshall
Kee, Ying Hwa
Chian, Lit Khoon
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.
Keywords
teacher motivation, perceived job pressure, student motivation, motivational strategies, self-determination theory
Date
2019
Type
Journal article
Journal
Journal of Education
Book
Volume
Issue
Page Range
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts