Academics' Motivation and Self‐efficacy for Teaching and Research

Bailey, Jeff

doi:10.1080/0729436990180305

Cited by 127 publications

(104 citation statements)

References 13 publications

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“…Many of the existing instruments are designed for use with teachers in secondary or primary education. In the context of higher education Bailey (1999) and Trigwell et al (2004) have used questionnaires to look at certain aspects of motivation. However, a simple, easy-to-use, questionnaire with which to research the various aspects that have been identified as relevant is still lacking.…”

Section: Introductionmentioning

confidence: 99%

Development and validation of a questionnaire measuring teachers’ motivations for teaching in higher education

2012

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A lot of research has been done into the motivations in teachers in primary/ secondary education and into student motivation. However, teachers' motivations for teaching in higher education are rarely studied. A growing interest exists though in the professional development of teachers in higher education, of which motivation is an important aspect. This article, therefore, focuses on the development and validation of a Dutch questionnaire for teachers' motivations for teaching in higher education. The questionnaire is based on three earlier developed questionnaires, including the following motivational aspects: efficacy, interest, and effort. Confirmatory factor analyses were conducted with the data of 231 higher education teachers. The results of our explorative study showed that after modifications, including the removal of two out of three efficacyaspects ('outcome efficacy' and 'teaching efficacy'), this instrument is sufficiently reliable and valid to use in educational practice and research. Future research into the use of the questionnaire in different contexts is desirable.

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Section: Introductionmentioning

confidence: 99%

Development and validation of a questionnaire measuring teachers’ motivations for teaching in higher education

2012

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“…This is also related to Tosti-Vasey and Willis (1991) and Bailey' (1999) point of views. According to Bailey (1999), current academic staff tended to spend more time on reading and research. In turn, these efforts increase students' academic motivation and self-efficacy.…”

Section: Discussionmentioning

confidence: 99%

Investigation of Pre-Service Science Teachers’ Academic Self-Efficacy and Academic Motivation toward Biology

Ateş¹,

Saylan²

2015

IJHE

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The purpose of this research was to examine pre-service science teachers' academic motivation and academic self-efficacy toward biology. The sample consisted of 369 pre-service science teachers who enrolled in the faculty of education of two universities in Turkey. Data were collected through Academic Motivation Scale (AMS) (Glynn & Koballa, 2006) and Academic Self-efficacy Scale (ASES) (Woo, 1999). The findings revealed that pre-service science teachers' academic self-efficacy and academic motivation toward biology are high. Additionally, combination of the independent variables was significantly related to the academic self-efficacy scores, while it was not significantly related to the academic motivation. More specifically, it was found that only university variable made a statistically significant contribution to the prediction of pre-service science teachers' academic motivation and academic self-efficacy. There were strong, positive correlations between pre-service science teachers' academic motivation and academic self-efficacy and subdimensions of AMS and ASES except 'test anxiety'. The relationship of test anxiety with all of the subdimensions was small.

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“…A falta de conocer cuál es el destino profesional final de cada uno de estos estudiantes, estos datos parecen mostrar una evolución respecto a investigaciones desarrolladas a principios de la década de los 90 (Acuña, 1995 citado en García, Padilla y Suárez, 2009) en las que se evidenciaba que no era infrecuente el caso de mujeres que, después de haber cursado carreras consideradas tradicionalmente masculinas (ingeniería), se instalaban en campos profesionales que tendrían «cuasi reservados» por su condición femenina, es decir, la docencia. Asimismo, en consonancia con estudio realizado por Wincour en 1988 (Bailey, 2012), no existe ningún tipo de evidencia que permita sostener que existe una motivación diferente de hombres y mujeres hacia la investigación, de modo que las mujeres parezcan menos motivadas o menos eficaces que los varones para esta tarea.…”

Section: Conclusionesunclassified

Género y preferencias profesionales en universitarios de estudios Científico- Tecnológicos = Gender and vocational preferences in students of Scientific Technological higher education areas

García

Pérez

2014

REOP

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RESUMENEl presente artículo aborda la cuestión del género y su influencia en las elecciones académicas que realizan los estudiantes universitarios. Para ello se presentan los resultados de una investigación en la que se analizan las creencias de autoeficacia de estos alumnos así como sus metas profesionales de futuro. Más concretamente, el principal objetivo de este trabajo es estudiar cuáles son sus preferencias profesionales, algunas de las razones que les inclinan hacia estas actividades y no otras y, si cuestiones como el género o el tipo de estudios, determinan de algún modo esta predilección. La muestra está compuesta por 813 estudiantes en el segundo curso de diferentes Grados de Ingeniería y de estudios de Ciencias de la Universidad de Oviedo, que han respondido de manera anónima a un cuestionario elaborado por el equipo de investigación. Los datos obtenidos han sido analizados mediante el programa estadístico SPSS. Los resultados nos permiten concluir que existen importantes diferencias entre estos dos grandes 1 El presente artículo es fruto de un proyecto financiado por el Ministerio de Ciencia e Innovación que lleva por título «Influencia de la autoeficacia en el rendimiento académico y en la elección de estudios científicos de los estudiantes de Secundaria y la Universidad» (EDU 2010 -17233)

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Academics' Motivation and Self‐efficacy for Teaching and Research

Cited by 127 publications

References 13 publications

Development and validation of a questionnaire measuring teachers’ motivations for teaching in higher education

Development and validation of a questionnaire measuring teachers’ motivations for teaching in higher education

Investigation of Pre-Service Science Teachers’ Academic Self-Efficacy and Academic Motivation toward Biology

Género y preferencias profesionales en universitarios de estudios Científico- Tecnológicos = Gender and vocational preferences in students of Scientific Technological higher education areas

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