The role of teachers’ instructional practices in shaping students’ academic motivation
Dr. Ingrida Gabrialaviciute1, Renata Garckija1, Dr. Saule Raiziene2
1Mykolas Romeris university, Ateities g. 20, LT-08303, Vilnius, Lithuania
2Vilnius University, Universiteto g. 9, LT-01513, Vilnius, Lithuania
Number
178
Assigned to session
SW.02.05, 10-07-2022, 11:00 - 12:00Keywords
Teacher-child and peer relationships
Academic emotions and motivation
Abstract
According to Self-determination theory (Ryan & Deci, 2000), teachers can influence the motivation of their students by adopting the instructional style that supports or thwarts three basic psychological needs. Recently, Alterman et al. (2019) suggested a finer-grained differentiation of previously researched teachers’ (de)motivating styles into more specific subareas which gives a more detailed and integrated view of the outcomes of various teachers’ classroom practices.
The goal of the study was to determine the predictive value of 8 (de)motivating teaching dimensions for different types of students’ academic motivation controlling for gender, SES and achievement.
374 (40% males) 7 -8 grade Lithuanian students (mean age = 13.43) took part in this study. 8 (de)motivating teaching dimensions of math teachers were evaluated using Situations in School questionnaire (Aelterman et al., 2019). 4 types of academic motivation for math were assessed using the modified version of Academic Self-Regulation Scale (Ryan, Connell, 1989). Amotivation was assessed with items from Academic Motivation Scale (Vallerand et al., 1989).
Five hierarchical multiple regression models explained from 7% to 29% variation in academic motivation. Three teaching styles were significant positive predictors for students’ motivation types. Abandoning style predicted external regulation and amotivation, demanding style predicted introjected motivation, and participative style predicted identified and intrinsic motivation. The results capture the motivational benefits of autonomy supportive teaching as well as risks of controlling and chaotic teaching. Implications for teacher training regarding adopting motivating practices are discussed.
Authors
Ingrida Gabrialaviciute
Renata Garckija
