期刊
MOTIVATION AND EMOTION
卷 38, 期 1, 页码 93-110出版社
SPRINGER/PLENUM PUBLISHERS
DOI: 10.1007/s11031-013-9367-0
关键词
Motivating style; Teacher beliefs; Collectivism; Autonomy support; Antecedents of motivating style
资金
- National Research Foundation of Korea [21B20130012644] Funding Source: Korea Institute of Science & Technology Information (KISTI), National Science & Technology Information Service (NTIS)
We investigated the role of three beliefs in predicting teachers' motivating style toward students-namely, how effective, how normative, and how easy-to-implement autonomy-supportive and controlling teaching were each believed to be. We further examined national collectivism-individualism as a predictor of individual teachers' motivating style and beliefs about motivating style, as we expected that a collectivistic perspective would tend teachers toward the controlling style and toward positive beliefs about that style. Participants were 815 full-time PreK-12 public school teachers from eight different nations that varied in collectivism-individualism. All three teacher beliefs explained independent and substantial variance in teachers' self-described motivating styles. Believed effectiveness was a particularly strong predictor of self-described motivating style. Collectivism-individualism predicted which teachers were most likely to self-describe a controlling motivating style, and a mediation analysis showed that teachers in collectivistic nations self-described a controlling style because they believed it to be culturally normative classroom practice. These findings enhance the literature on the antecedents of teachers' motivating styles by showing that teacher beliefs strongly predict motivating style, and that culture informs one of these beliefs-namely, normalcy.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据