TY  - JOUR
A1  - Schiefele, Ulrich
A1  - Schaffner, Ellen
T1  - Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation
JF  - Contemporary educational psychology
N2  - 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.
KW  - Teacher motivation
KW  - Student motivation
KW  - Interest
KW  - Mastery goals
KW  - Self-efficacy
KW  - Instructional practices
Y1  - 2015
U6  - https://doi.org/10.1016/j.cedpsych.2015.06.005
SN  - 0361-476X
SN  - 1090-2384
VL  - 42
SP  - 159
EP  - 171
PB  - Elsevier
CY  - San Diego
ER  - 
TY  - JOUR
A1  - Schiefele, Ulrich
T1  - Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation
JF  - Teaching and teacher education : an international journal of research and studies
N2  - 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.
KW  - Teacher motivation
KW  - Student motivation
KW  - Interest
KW  - Mastery goals
KW  - Classroom management
KW  - Mastery-oriented instruction
Y1  - 2017
U6  - https://doi.org/10.1016/j.tate.2017.02.004
SN  - 0742-051X
VL  - 64
SP  - 115
EP  - 126
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Schiefele, Ulrich
T1  - The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics
BT  - a multilevel analysis
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
N2  - Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for highquality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2% female) and their students (1718 students; 48.5% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers' motivational characteristics and relevant dimensions of teaching quality.
KW  - Teacher self-efficacy
KW  - Teacher interest
KW  - Teaching quality
KW  - Multilevel
KW  - analysis
KW  - Teacher motivation
Y1  - 2021
U6  - https://doi.org/10.1016/j.learninstruc.2021.101489
SN  - 0959-4752
SN  - 1873-3263
VL  - 76
PB  - Elsevier
CY  - Oxford
ER  -