@article{Schiefele2017,
  author    = {Schiefele, Ulrich},
  title     = {Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {64},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2017.02.004},
  pages     = {115 -- 126},
  year      = {2017},
  abstract  = {This study addressed the role of elementary school teachers' classroom management and mastery-oriented instructional practices as mediators of the effects of teacher motivation on student motivation. The sample comprised 110 teacher-class pairs (1731 students). The results from multilevel regression analyses revealed that teacher educational interest contributed to student reports of teachers' instructional practices. These practices, in turn, were significant predictors of students' subject interest and mastery goals at both the student and the class level. Finally, teacher educational interest showed significant and substantial indirect relations to student motivation that were mediated by teachers' instructional practices.},
  language  = {en}
}
@article{SchiefeleSchaffner2015,
  author    = {Schiefele, Ulrich and Schaffner, Ellen},
  title     = {Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation},
  series = {Contemporary educational psychology},
  volume    = {42},
  journal   = {Contemporary educational psychology},
  publisher = {Elsevier},
  address   = {San Diego},
  issn      = {0361-476X},
  doi       = {10.1016/j.cedpsych.2015.06.005},
  pages     = {159 -- 171},
  year      = {2015},
  abstract  = {This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher-class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation. (C) 2015 Elsevier Inc. All rights reserved.},
  language  = {en}
}