Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction

Ahn, In-Ok; Chiu, Ming Ming; Patrick, Hugh T.

doi:10.1016/j.cedpsych.2021.101950

Cited by 69 publications

(57 citation statements)

References 92 publications

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“…We can conclude that motivation is then mediated by a sense of professional practice where technical and professional skill can be fostered [51]. This process being exacerbated by cooperative settings [9][10][11] Higher levels of need support teaching have been largely associated with better PST motivation and achievement [52,53], which relates to our findings of PST achievement with motivation expressed during the formulation of the CPCCs by the PSTs. Furthermore, in our experiments, PST achievement is significantly correlated with teacher-reported involvement but not with teacher-reported autonomy support and structure.…”

Section: Synergistic Interplay Between Motivation and Need-supportive Teaching Dimensionssupporting

confidence: 55%

Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement

et al. 2021

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This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs’ perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher’s role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers’ involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students’ perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students’ achievement, on the other hand, was a process that relied on the synergies between the teachers’ involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach.

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Section: Synergistic Interplay Between Motivation and Need-supportive Teaching Dimensionssupporting

confidence: 55%

Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement

et al. 2021

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“…This manifests in how motivated the teacher is, what kinds of strategies are used, and what kind of environment the teacher creates within the classroom. Studies have shown that the levels of motivation shown by the teacher can have a positive impact on how motivated the students are (Ahn et al, 2021; Henry and Thorsen, 2019). Henry and Thorsen (2019) studied specific language classes and surveyed language students to discover a connection between empathy, emotional connections and classroom motivation.…”

Section: Review Of Researchmentioning

confidence: 99%

“…They discovered that the emotional connections between students and teachers created an environment in which students naturally had positive feelings upon arriving in class, and this helped create motivation within the students. Ahn et al's (2021) study shows that if teachers were given autonomous control over their classrooms and curriculum, they were more naturally motivated. They also suggested through their study that students would have more motivation if their teacher had more autonomous motivation.…”

Section: Review Of Researchmentioning

confidence: 99%

“…They also suggested through their study that students would have more motivation if their teacher had more autonomous motivation. The adverse of this is also true: if teachers lack autonomous control over their classrooms or they feel controlled by their administrators or district, their students will also lack motivation (Ahn et al, 2021).…”

Section: Review Of Researchmentioning

confidence: 99%

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Student Motivation in the Latin Classroom

Baglio

2021

J. of Class. Teach.

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It has been argued that learning a second language requires more self-motivation than other courses (Horwitz, 1995). This article reviews literature on motivation in foreign language classrooms and discusses reasons for the lack of motivation among students in second language classes. Particular attention will be given to addressing reasons why students in Latin classrooms may have less motivation than in other classes. Specifically, intrinsic and extrinsic motivation will be discussed in terms of a Latin classroom. Additionally, this article will discuss what steps can be taken by the teacher to increase motivation and engagement through gameplay, creating a safe space to make mistakes, and turning extrinsic motivation into intrinsic motivation.

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“…Several types of research have been conducted about the promotion in education. Promotion can influence the decision in choosing a college, the image of the university , and the quality of education (Ahn et al, 2021;Sufirmansyah et al, 2021). Promotion is an activity to display the advantages of products or serv ices owned by the general public, aiming to persuade customers to buy a product or service (Kotler, 2012;Kotler & Keller, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Promotion on the Decision to Choose a Higher Education through the Brand Image of Education

Kango

Kartiko²,

Ma`arif³

2021

AIJP

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Increasingly fierce competition from universities in getting new students requires universities to carry out marketing activities well, one of which is through promotion and formation of a good college image to influence the decisions of prospective new students in choosing a university. This research uses quantitative research, which consists of promotion variable (X1) as an exogenous variable, education image (Y1) as intervening variable, and decision to choose university (Y2) as an exogenous variable. This study uses primary data. It is obtained directly from respondents through questionnaires that have been tested for validity and reliability tests for each question item or statement that will be submitted to respondents. Data analysis technique to test the relationship between variables using structural equation modelling (SEM) using AMOS25. The sample of this study was 148 students of the Tarbiyah in an Institute. This study indicates that sales have a significant effect on choosing a college, and the image of education significantly affects college decisions. At the same time, the primary outcome variable can mediate the promotional education image variable on the decision to choose a college.

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Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction

Cited by 69 publications

References 92 publications

Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement

Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement

Student Motivation in the Latin Classroom

The Effect of Promotion on the Decision to Choose a Higher Education through the Brand Image of Education

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