Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation

被引：53
|
作者：
Schiefele, Ulrich [1 ]
机构：
[1] Univ Potsdam, Dept Psychol, Karl Liebknecht Str 24-25, DE-14476 Potsdam, Germany
来源：
TEACHING AND TEACHER EDUCATION | 2017年 / 64卷
关键词：
Teacher motivation; Student motivation; Interest; Mastery goals; Classroom management; Mastery-oriented instruction; ACHIEVEMENT GOAL ORIENTATIONS; SELF-EFFICACY; HELP-SEEKING; SCHOOL; COMPETENCE; PREDICTORS; QUALITY; DETERMINANTS; MATHEMATICS; PERCEPTIONS;
D O I：
10.1016/j.tate.2017.02.004
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study addressed the role of elementary school teachers' classroom management and mastery oriented instructional practices as mediators of the effects of teacher motivation on student motivation. The sample comprised 110 teacher-class pairs (1731 students). The results from multilevel regression analyses revealed that teacher educational interest contributed to student reports of teachers' instructional practices. These practices, in turn, were significant predictors of students' subject interest and mastery goals at both the student and the class level. Finally, teacher educational interest showed significant and substantial indirect relations to student motivation that were mediated by teachers' instructional practices. (C) 2017 Elsevier Ltd. All rights reserved.
引用
收藏
页码：115 / 126
页数：12
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