Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement

Teachers' motivational beliefs—i.e., teachers' self-efficacy and felt responsibility for educational outcomes—can shape their professional decision-making and approaches to teaching. However, theorized associations with student outcomes remain elusive. In a multi-level analysis with 96 Swi...

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Bibliographic Details
Published in:Learning and instruction Vol. 76; p. 101441
Main Authors: Lauermann, Fani, Berger, Jean-Louis
Format: Journal Article
Language:English
Published: Elsevier Ltd 01.12.2021
Subjects:
Autonomy support
Controlling teaching
Motivating styles
Student engagement
Student motivation
Teacher responsibility
Teacher self-efficacy
Motivating styles
Student motivation
Teacher self-efficacy
Student engagement
Teacher responsibility
Controlling teaching
Autonomy support
ISSN:0959-4752, 1873-3263
Online Access:Get full text
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Summary:Teachers' motivational beliefs—i.e., teachers' self-efficacy and felt responsibility for educational outcomes—can shape their professional decision-making and approaches to teaching. However, theorized associations with student outcomes remain elusive. In a multi-level analysis with 96 Swiss vocational teachers and their 1300 students, we examined the interrelations between teachers' self-efficacy, responsibility, teacher- and student-reported autonomy-supportive versus psychologically controlling teaching, and student motivation (emotional, behavioral, and cognitive engagement). Teachers' motivational beliefs predicted their endorsement of autonomy-supportive teaching, which in turn predicted student-reported autonomy support. Student-reported autonomy support was a powerful predictor of student engagement. Teachers’ motivational beliefs did not predict student-reported instructional practices and engagement directly, and indirect effects via teacher- and student-reported autonomy support were small. Teacher- and student-reported controlling practices were not significantly correlated. The degree of (mis)alignment of teacher- and student-reported instructional practices is a key ingredient in understanding the often missing link between teacher motivation and student outcomes. •Teacher efficacy and responsibility predicted teacher-reported autonomy support.•Large between-teacher differences in student-reported teaching practices emerged.•Teacher and student reports of autonomy support were positively correlated.•Student-reported autonomy support strongly positively predicted student engagement.•Teacher efficacy and responsibility did not predict student reports directly.
ISSN:0959-4752
1873-3263
DOI:10.1016/j.learninstruc.2020.101441