The role of teachers' care and self-determined motivation in working with students in Germany and the United States

被引：21

作者：

Bieg, Sonja ^{[1
]}

Rickelman, Robert J. ^{[2
]}

Jones, Jeanneine P. ^{[3
]}

Mittag, Waldemar ^{[4
]}

机构：

[1] Univ Augsburg, Lehrstuhl Psychol, D-86135 Augsburg, Germany

[2] Univ N Carolina, Dept Reading & Elementary Educ, Charlotte, NC 28223 USA

[3] Univ N Carolina, Dept Middle Grades Secondary & Educ K12, Charlotte, NC 28223 USA

[4] Padag Hsch Ludwigsburg, Inst Padag Psychol & Soziol, D-71634 Ludwigshafen, Germany

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2013年 / 60卷

关键词：

Self-determination theory; Student motivation; Social relatedness; Teachers' care; Learning emotions; AUTONOMY-SUPPORTIVE TEACHERS; INTRINSIC MOTIVATION; INTERNALIZATION; COMPETENCE; CLASSROOM; BELIEFS; GOALS;

D O I：

10.1016/j.ijer.2013.04.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Using self-determination theory, this study examined how students' motivation and learning emotions are related to teachers' care. By comparing results from schools in Germany and the United States the study also examined cross-national differences. A cross-sectional study of 870 eighth grade students was conducted. Results showed that American adolescents reported more autonomous motivation, interest, domain specific self-efficacy and anxiety, and higher levels of autonomy support and teachers' care. The study confirmed that adolescents' perceptions of teachers' care is related to autonomous motivation, interest and learning enjoyment. For German students, the data showed a relation between teachers' care and anxiety. The results were discussed within the context of different cultural backgrounds, as well as differences in the organization of the school systems. (C) 2013 Elsevier Ltd. All rights reserved.

引用

页码：27 / 37

页数：11

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