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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Veröffentlicht in:	Learning and instruction Jg. 76; S. 101441
Hauptverfasser:	Lauermann, Fani, Berger, Jean-Louis
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Elsevier Ltd 01.12.2021
Schlagworte:	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-Zugang:	Volltext
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