What Determines Teachers' Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective
- Authors
- Liu, W. C.; Wang, C. K. John; Reeve, Johnmarshall; Kee, Ying Hwa; Chian, Lit Khoon
- Issue Date
- 10월-2020
- Publisher
- SAGE PUBLICATIONS INC
- Keywords
- self-determination theory; teacher motivation; perceived job pressure; student motivation; motivational strategies
- Citation
- JOURNAL OF EDUCATION-US, v.200, no.3, pp.185 - 195
- Indexed
- SCOPUS
- Journal Title
- JOURNAL OF EDUCATION-US
- Volume
- 200
- Number
- 3
- Start Page
- 185
- End Page
- 195
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/130439
- DOI
- 10.1177/0022057419881171
- ISSN
- 0022-0574
- 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.
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Collections - College of Education > Department of Education > 1. Journal Articles
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