Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation

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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.

Metadaten
Author details:	Ulrich Schiefele ORCiD GND, Ellen Schaffner
DOI:	https://doi.org/10.1016/j.cedpsych.2015.06.005
ISSN:	0361-476X
ISSN:	1090-2384
Title of parent work (English):	Contemporary educational psychology
Publisher:	Elsevier
Place of publishing:	San Diego
Publication type:	Article
Language:	English
Year of first publication:	2015
Publication year:	2015
Release date:	2017/03/27
Tag:	Instructional practices; Interest; Mastery goals; Self-efficacy; Student motivation; Teacher motivation
Volume:	42
Number of pages:	13
First page:	159
Last Page:	171
Organizational units:	Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie
Peer review:	Referiert
Institution name at the time of the publication:	Humanwissenschaftliche Fakultät / Institut für Psychologie