Social support by teacher and motivational profile of Higher Education students

Moreno‐Murcia, Juan Antonio; Santamaría, Miguel Corbí

doi:10.25115/psye.v1i1.2658

Cited by 5 publications

(3 citation statements)

References 64 publications

(78 reference statements)

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“…In addition, a series of considerations are proposed to help teacher educators avoid generating a disempowering climate [16,17,23]: (i) The generation of a disempowering climate does not mean that teacher educators should refrain from structuring the learning process. They can start by establishing expectations or providing a scaffold while supervising the learning process of pre-service teachers [62,63]; that is, establishing the use of norms through understanding (i.e., why is a standard introduced?) and establishment (i.e., participating in the standard-setting process with the students); (ii) The perceptions of the teacher educators regarding the classroom climate differ from those of the students [16,64,65].…”

Section: Practical Implications For Initial Teacher Trainingmentioning

confidence: 99%

Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education

López-García

Gallegos

Poyatos

et al. 2023

IJERPH

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Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda’s multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; Mage = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.

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Section: Practical Implications For Initial Teacher Trainingmentioning

confidence: 99%

Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education

López-García

Gallegos

Poyatos

et al. 2023

IJERPH

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“…Academic Motivation Pro les in Adolescence. As presented in Section S1 of Supplementary Materials, several pro les including autonomous motivations, controlled motivations, and amotivation were found in the educational context 23,35,42,43 . Among these pro les, ve recurrent groups were obtained with different secondary school samples, ranging either from poor to high self-determination or low to high quantity of all types of motivation:(1) a poor quality pro le (Controlled-Amotivated, or Non-Self-Determined) is characterized by high amotivation, moderately high levels of controlled motivations, and low to moderate autonomous motivations; (2) a low quantity pro le (Low Autonomous-Controlled) is characterized by low amotivation, autonomous and controlled motivations; (3) a moderate quantity and quality pro le (Mixed) is characterized by moderately high to moderate levels of all types of motivation; (4) high quality pro le (Autonomous or Self-Determined) characterizes students with low amotivation and controlled motivations, but high autonomous motivations; and (5) a high quantity pro le (High Autonomous-Controlled), which entails moderate to low amotivation, but high levels of autonomous and controlled motivations.…”

Section: Student Motivationmentioning

confidence: 93%

Predicting Trajectories of Vocational Indecision from Motivational Profiles in Early Adolescence

Mbanga,

Ratelle,

Duchesne

2023

Preprint

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Background and objective During emerging adulthood, vocational indecision (i.e., the inability to make coherent career choices) develops in a heterogeneous fashion, with three distinct patterns: low; decreasing (i.e., developmental or adaptative); high and stable or increasing (i.e., chronic, or maladaptive). Among the determinants of vocational indecision that have been identified in past research, academic motivation is an excellent choice, since it is at school that students' vocational choices are validated or not. So, the purpose of this longitudinal study was to verify if the patterns found with emerging adulthood students characterized vocational indecision in adolescent students, and if so, to predict the belonging to the most problematic trajectory by using students’ academic motivational profiles. Academic motivation was assessed using self-determination theory. Method and Results Using data from 384 students (56% female) surveyed annually from Secondary 2 to 5, person-centered analyses allowed to estimate motivational profile in Secondary 2 and vocational indecision trajectories during the 4-year period. Results revealed four distinct patterns of vocational indecision during adolescence labelled Low and Stable, Moderate and Stable, Developmental and Chronic Intermittent. Four motivational profiles were also identified in Secondary 2, ranging from poor (Highly Amotivated) to moderate (Autonomous-Introjected) quality of self-determination level. Also, in reference to the most self-determined profile, students in the Mixed profile were at greatest risk of following Chronically-Intermittently Undecided trajectory. Finally, the most self-determined students were at greatest probability of following the Developmentally Undecided trajectory. Conclusion Overall, the findings suggest that the student motivational functioning in early secondary school years could be used to identify students at risk of experiencing the negative indecision patterns across secondary school. Several theoretical and practical implications are suggested.

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“…Teacher social support. The Interpersonal Behavior Scale (IBS) by Pelletier et al (2008) [ 50 ], validated in the Spanish context by Moreno-Murcia and Corbí [ 51 ], consisting of 12 items, was used to assess the social support of teachers by measuring the following three constructs: support for autonomy (e.g., “provides me with many opportunities to make personal decisions about what I do”), support for competence (e. g. “conveys to me that I am capable of learning”) and support for the relationship between teachers and their colleagues (“provides me with many opportunities to make personal decisions about what I do”), support for competence (e.g., “conveys to me that I am capable of learning”) and support for relationships with others (e.g., “enjoys spending time with me”). The previous statement was “My physical education teacher...”.…”

Section: Methodsmentioning

confidence: 99%

Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education

Moreno‐Murcia

Peris

Campillo

et al. 2021

IJERPH

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The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. The results obtained made it possible to present a behavior-optimizing solution consisting of a progression of 25 autonomy support strategies. The results obtained are discussed in terms of their value in the design of educational scenarios that promote high-quality student motivation.

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Social support by teacher and motivational profile of Higher Education students

Cited by 5 publications

References 64 publications

Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education

Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education

Predicting Trajectories of Vocational Indecision from Motivational Profiles in Early Adolescence

Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education

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