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  -