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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| Vydané v: | Learning and instruction Ročník 76; s. 101441 |
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| Hlavní autori: | , |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
Elsevier Ltd
01.12.2021
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| Predmet: | |
| ISSN: | 0959-4752, 1873-3263 |
| On-line prístup: | Získať plný text |
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| Shrnutí: | 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. |
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| ISSN: | 0959-4752 1873-3263 |
| DOI: | 10.1016/j.learninstruc.2020.101441 |