What Determines Teachers' Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Liu, W. C. | - |
dc.contributor.author | Wang, C. K. John | - |
dc.contributor.author | Reeve, Johnmarshall | - |
dc.contributor.author | Kee, Ying Hwa | - |
dc.contributor.author | Chian, Lit Khoon | - |
dc.date.accessioned | 2021-12-08T23:42:11Z | - |
dc.date.available | 2021-12-08T23:42:11Z | - |
dc.date.created | 2021-08-30 | - |
dc.date.issued | 2020-10 | - |
dc.identifier.issn | 0022-0574 | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/130439 | - |
dc.description.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. | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.publisher | SAGE PUBLICATIONS INC | - |
dc.subject | INTRINSIC MOTIVATION | - |
dc.subject | PHYSICAL-EDUCATION | - |
dc.subject | GOAL ORIENTATIONS | - |
dc.subject | ACHIEVEMENT GOAL | - |
dc.subject | AUTONOMY | - |
dc.subject | BEHAVIOR | - |
dc.subject | BELIEFS | - |
dc.subject | SPORT | - |
dc.title | What Determines Teachers' Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Reeve, Johnmarshall | - |
dc.identifier.doi | 10.1177/0022057419881171 | - |
dc.identifier.scopusid | 2-s2.0-85074607826 | - |
dc.identifier.wosid | 000572085500005 | - |
dc.identifier.bibliographicCitation | JOURNAL OF EDUCATION-US, v.200, no.3, pp.185 - 195 | - |
dc.relation.isPartOf | JOURNAL OF EDUCATION-US | - |
dc.citation.title | JOURNAL OF EDUCATION-US | - |
dc.citation.volume | 200 | - |
dc.citation.number | 3 | - |
dc.citation.startPage | 185 | - |
dc.citation.endPage | 195 | - |
dc.type.rims | ART | - |
dc.type.docType | Article | - |
dc.description.journalClass | 1 | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Education & Educational Research | - |
dc.relation.journalWebOfScienceCategory | Education & Educational Research | - |
dc.subject.keywordPlus | INTRINSIC MOTIVATION | - |
dc.subject.keywordPlus | PHYSICAL-EDUCATION | - |
dc.subject.keywordPlus | GOAL ORIENTATIONS | - |
dc.subject.keywordPlus | ACHIEVEMENT GOAL | - |
dc.subject.keywordPlus | AUTONOMY | - |
dc.subject.keywordPlus | BEHAVIOR | - |
dc.subject.keywordPlus | BELIEFS | - |
dc.subject.keywordPlus | SPORT | - |
dc.subject.keywordAuthor | self-determination theory | - |
dc.subject.keywordAuthor | teacher motivation | - |
dc.subject.keywordAuthor | perceived job pressure | - |
dc.subject.keywordAuthor | student motivation | - |
dc.subject.keywordAuthor | motivational strategies | - |
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