Factors Affecting High School Students' Academic Motivation in Taiwan

Hardré, Patricia L.; Chen, Ching‐Huei; Huang, SuHua; Chiang, Chen-Ting; Jen, Fen-Lan; Warden, Leslie

doi:10.1080/02188790600937326

Cited by 38 publications

(23 citation statements)

References 39 publications

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“…Although most studies have assessed students' perceptions of teaching styles, similar results have been obtained using teachers' perceptions (e.g., Deci, Schwartz, Sheinman, & Ryan, 1981 ). Moreover, the advantages of teachers' autonomy support for students' motivation do not appear to be culture dependent, as similar results have been found in non-Western cultures such as Russia (Chirkov & Ryan, 2001 ) and China (Hardré, Chen, Huang, Chiang, Jen, & Warden, 2006 ). Some studies have attempted to determine how autonomy support benefi ts students enrolled in demanding (and often rigid) university programs.…”

Section: Autonomy Support Provided By Teacherssupporting

confidence: 65%

How Can We Create Better Learning Contexts for Children? Promoting Students’ Autonomous Motivation as a Way to Foster Enhanced Educational Outcomes

Guay

Lessard

Dubois

2016

Building Autonomous Learners

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Section: Autonomy Support Provided By Teacherssupporting

confidence: 65%

How Can We Create Better Learning Contexts for Children? Promoting Students’ Autonomous Motivation as a Way to Foster Enhanced Educational Outcomes

Guay

Lessard

Dubois

2016

Building Autonomous Learners

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“…It is noteworthy that this conclusion has been drawn for students in elementary school (e.g., , high school (e.g., Trouilloud, Sarrazin, Bressoux, & Bois, 2006 ), and college and university (e.g., . Moreover, the advantages of teachers' autonomy support for students' motivation do not appear to be culture dependent, as similar results have been found in non-Western cultures such as Russia (Chirkov & Ryan, 2001 ) and China (Hardré, Chen, Huang, Chiang, Jen, & Warden, 2006 ). Again like parents, and irrespective of education level or children's problems, teachers who adopt an autonomy-supportive teaching style contribute to more self-determined motivation in their students.…”

Section: Autonomy Support Provided By Teacherssupporting

confidence: 68%

Building Autonomous Learners

Liu¹,

Wang²,

Ryan³

2016

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“…(Ali, Tatlah & Saeed, 2011, s. 29-32). Therefore, there is a positive correlation between class environment and the ways to success (Hardre, Chen, Huang, Chiang, Jen & Warden, 2006). Motivation based on a structure that varies from high autonomy to low autonomy because self-determination related to developing psychological functions.…”

Section: Introductionmentioning

confidence: 99%

Academic Motivation and Academic Self-efficacy of Prospective Teachers

Titrek¹,

Çetin²,

Kaymak³

et al. 2018

JETS

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The purpose of this study is to examine the relationships between academic self-efficacy perception of prospective teachers and their academic motivation levels. The study was conducted on 322 prospective teachers (226 female and 96 male) who were in 3rd and 4th grades at Faculty of Education in Sakarya University during Spring term of 2017-2018 academic year. Data was collected through “Academic Motivation Scale” developed by Vallerand et al. (1992) and adapted into Turkish by Karagüven (2012) and “Self-perception of Candidate Teachers on Teaching Proficiency Scale” developed by Çakır, Erkuş, and Kılıç (2004). SPSS 23 package program was used to analyze the data; percentage, frequency, arithmetic mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), Tukey HSD and Pearson Correlation test were used in the data analysis. The results of analyses indicated that academic self-efficacy perception levels of the prospective teachers were at desired level. However, their academic motivation levels were at middle level. The result of the analysis revealed that the prospective teachers who were female and taught at 4th grade had higher academic self-efficacy score whereas significant difference was not found in academic motivation levels in terms of gender and grade. On the other hand, there was a significant difference in both academic self-efficacy perception of the prospective teacher and their academic motivation levels in terms of department variables. Prospective teachers enrolled at the department of Preschool and Science Education had higher academic self-efficacy perception than those enrolled at the department of Computer Education and Instructional Technologies, English, Special Education, Social Science and Mathematics. Prospective teachers enrolled at the department of Psychological Counseling and Guidance and Science Education had higher academic motivation levels than English prospective teachers. Further, significant positive correlations were observed between academic motivation and academic self-efficacy of prospective teachers.

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Factors Affecting High School Students' Academic Motivation in Taiwan

Cited by 38 publications

References 39 publications

How Can We Create Better Learning Contexts for Children? Promoting Students’ Autonomous Motivation as a Way to Foster Enhanced Educational Outcomes

How Can We Create Better Learning Contexts for Children? Promoting Students’ Autonomous Motivation as a Way to Foster Enhanced Educational Outcomes

Building Autonomous Learners

Academic Motivation and Academic Self-efficacy of Prospective Teachers

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