Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

Abstract

Citation for published version (APA):Opdenakker, M. C., Maulana, R., & Brok, den, P. J. (2012). Teacher-student interpersonal relationships and academic motivation within one school year : developmental changes and linkage. School Effectiveness and School Improvement, 23 (1) Please check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences between the submitted version and the official published version of record. People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal. The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among firstgrade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5 times within a school year, from 566 students of 20 mathematics and English classes, from 3 secondary schools in The Netherlands. Multilevel growth curve modelling was applied. Analysis of withinyear changes in teacher-student interpersonal relationships revealed that the quality of relationships decreased over time. The decrease was more pronounced for Proximity than for Influence. Moreover, students' controlled motivation increased slightly, while autonomous motivation decreased systematically over time. Teacher-student interpersonal relationships are significant predictors of autonomous motivation. Several determinants like subject taught, class type, teacher gender, and student gender can explain differences in developmental trajectories of both interpersonal behaviour and academic motivation over time.

Observations and student perceptions of the quality of preservice teachers’ teaching behaviour: construct representation and predictive quality

“…lots of possible response patterns, most of which are not observed), only C-R and Pearson v Next, we performed multilevel analyses (with class as level 2 and student as level 1) to investigate the predictive quality of peer teacher and student ratings of teaching behaviour on students' academic engagement (Research question 2). Based on past research showing that teaching subject, teacher gender and student gender affect student engagement and teaching behaviour (Maulana 2012a, b;Opdenakker et al 2012), these variables were entered as control variables. All significant results under the 95 % confidence interval were retained.…”

Exploring Academic Motivation, Academic Self-efficacy and Attitudes toward Teaching in Pre-service Early Childhood Education Teachers

“…To understand academic motivation, educational researchers have adopted a number of theoretical approaches including the expectancy-value model, attribution theory, goal orientation theory, and self-determination theory (Opdenakker, Maulana & den Brok, 2012). Among these, Self Determination Theory (SDT) of academic motivation by Deci and Ryan (1985 is viewed as a sound framework for explaining the differences among students in terms of learning strategies, persistence and performance (Vallerand et al, 1992;Vansteenkiste, Lens & Deci, 2006) and for linking motivation to educational environments such as the classroom climate (Opdenakker, Maulana & den Brok, 2012;Vansteenkiste, Lens & Deci, 2006).…”

Validating a model of effective teaching behaviour of pre-service teachers

“…gender) and contextual characteristics (i.e. teaching subject) explain differences in effective teacher behaviour (Maulana, Opdenakker, Stroet, & Bosker, 2012, 2013Opdenakker, Maulana, & den Brok, 2012). However, it is inconclusive whether influences of personal and contextual characteristics are visible in all teaching domains and whether these factors are visible in pre-service teachers' behaviour too.…”

“…Davidson, Gest, & Welsh, 2010;Goodenow, 1993;Maulana et al, 2012;Opdenakker et al, 2012). Academic engagement refers to engaged behaviour (effort exertion and persistence, mental effort indicators, attention and concentration) and engaged emotion (enjoyment and enthusiasm) in academic tasks (Skinner, Kinderman, & Furrer, 2009).…”