Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation
- 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.
Author details: | Ulrich SchiefeleORCiDGND |
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DOI: | https://doi.org/10.1016/j.tate.2017.02.004 |
ISSN: | 0742-051X |
Title of parent work (English): | Teaching and teacher education : an international journal of research and studies |
Publisher: | Elsevier |
Place of publishing: | Oxford |
Publication type: | Article |
Language: | English |
Date of first publication: | 2017/02/21 |
Publication year: | 2017 |
Release date: | 2022/06/07 |
Tag: | Classroom management; Interest; Mastery goals; Mastery-oriented instruction; Student motivation; Teacher motivation |
Volume: | 64 |
Number of pages: | 12 |
First page: | 115 |
Last Page: | 126 |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie |
DDC classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Peer review: | Referiert |