Teachers’ leadership: a maker or a breaker of students’ educational motivation

Öqvist, Anna; Malmström, Malin

doi:10.1080/13632434.2016.1247039

Cited by 17 publications

(16 citation statements)

References 34 publications

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“…Motivation can affect students' perception, attitude, and determination of their learning success ( Lee & Pang, 2014 ). Motivation theorists emphasized the contribution of environment, socialization and personal beliefs ( Hufton et al, 2003 ; Oqvist & Malmstrom, 2016 ). Oqvist and Malmstrom (2016) identified typical examples of enhancing students' motivation for learning, including modelling, guidance, giving sufficient choices, reinforcement, enthusiasm, and interest induction.…”

Section: Theoretical Developmentmentioning

confidence: 99%

“…Motivation theorists emphasized the contribution of environment, socialization and personal beliefs ( Hufton et al, 2003 ; Oqvist & Malmstrom, 2016 ). Oqvist and Malmstrom (2016) identified typical examples of enhancing students' motivation for learning, including modelling, guidance, giving sufficient choices, reinforcement, enthusiasm, and interest induction. In doing so, a learning environment is generated that encourages students’ educational motivation to be high, positive well-being about their studies.…”

Section: Theoretical Developmentmentioning

confidence: 99%

See 1 more Smart Citation

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

Tang

Chen

Law

et al. 2021

Computers & Education

372

199

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Amid the coronavirus outbreak, many countries are facing a dramatic situation in terms of the global economy and human social activities, including education. The shutdown of schools is affecting many students around the world, with face-to-face classes suspended. Many countries facing the disastrous situation imposed class suspension at an early stage of the coronavirus outbreak, and Asia was one of the earliest regions to implement live online learning. Despite previous research on online teaching and learning, students' readiness to participate in the real-time online learning implemented during the coronavirus outbreak is not yet well understood. This study explored several key factors in the research framework related to learning motivation, learning readiness and student's self-efficacy in participating in live online learning during the coronavirus outbreak, taking into account gender differences and differences among sub-degree (SD), undergraduate (UG) and postgraduate (PG) students. Technology readiness was used instead of conventional online/internet self-efficacy to determine students' live online learning readiness. The hypothetical model was validated using confirmatory factor analysis (CFA). The results revealed no statistically significant differences between males and females. On the other hand, the mean scores for PG students were higher than for UG and SD students based on the post hoc test. We argue that during the coronavirus outbreak, gender differences were reduced because students are forced to learn more initiatively. We also suggest that students studying at a higher education degree level may have higher expectations of their academic achievement and were significantly different in their online learning readiness. This study has important implications for educators in implementing live online learning, particularly for the design of teaching contexts for students from different educational levels. More virtual activities should be considered to enhance the motivation for students undertaking lower-level degrees, and encouragement of student-to-student interactions can be considered.

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Section: Theoretical Developmentmentioning

confidence: 99%

Section: Theoretical Developmentmentioning

confidence: 99%

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

Tang

Chen

Law

et al. 2021

Computers & Education

372

199

View full text Add to dashboard Cite

show abstract

“…The concept of TL was proposed by Burns (1978) , who stated that when leaders possess qualities such as mutual cooperation, enthusiasm, empowerment, vision, and creativity, they can inspire followers to achieve high motivation and strong performance and to develop shared values ( Bolkan and Goodboy, 2011 ; Peng et al, 2018 ). Thus, TL is the process by which leaders communicate their emotions, attitudes, values, and beliefs to motivate subordinates ( Öqvist and Malmström, 2016 ). Most scholars in this field have adopted the measurement variables summarized by Bass and Steidlmeier (1999) to measure the degree of TL.…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

“…Thus, teachers create a vision for students to follow in class, causing students to remain open-minded and respectful of others, thereby improving their learning practice ( Shatzer et al, 2013 ; Pounder, 2014 ). Öqvist and Malmström (2016) proposed that students’ educational motivation and performance are highly dependent on teachers’ leadership and that teachers have a position of extreme power over students, for example, regarding guidance, modeling, enthusiasm, self-efficacy, sincere praise, reinforcement, and interest induction. Teachers’ conveyance of educational concepts and learning values can greatly improve students’ commitment to learning and self-efficacy ( Harrison, 2011 ; Pounder, 2014 ; Peng et al, 2018 ).…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Key Teacher Attitudes for Sustainable Development of Student Employability by Social Cognitive Career Theory: The Mediating Roles of Self-Efficacy and Problem-Based Learning

et al. 2020

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Higher education policy and talent training are failing to meet the ever-changing expectations of employers and society in Taiwan, resulting in a gap between university education and employment. This study used social cognitive career theory (SCCT) to explore the relationships among self-efficacy, transformational leadership (TL), student employability (SE), and problem-based learning (PBL) in higher education institutions (HEIs). The analysis of 637 undergraduates from 16 Taiwanese HEIs using structural equation modeling (SEM) shows significant positive correlations among self-efficacy, PBL, TL, and SE, with PBL and self-efficacy as key mediators. Based on these findings, the researchers propose feasible suggestions for related issues and future research.

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“…As shown below, this is especially the case regarding students' views of how the use of ICT contributes to 'good' or 'less good' teaching. Secondly, valuing and taking students' views into account may strengthen their commitment to their teachers and their school (Öqvist and Malmström 2016). If this makes them feel more like 'subjects' in teaching, rather than 'objects' for teaching, they will hopefully enjoy a more positive learning environment (Manca et al 2016).…”

Section: Introductionmentioning

confidence: 99%

From a student perspective, what constitutes a good (or less good) use of ICT in teaching?

2018

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This paper investigates what upper secondary school students regard as good or less good teaching using ICT. 367 Swedish upper secondary students in 2 schools responded to a web-based questionnaire. The students were asked to describe one of their teachers who used 'ICT in a way that made them learn very well, and one who used ICT in a way that made them learn less well' and to describe what these teachers did and why their teaching was understood as good or less good. 18 themes were identified, of which 17 were combined into eight overall counterpart themes and one non-counterpart theme. 'Clarity' was the most prominent theme, followed by 'teachers' 'ICT skills', 'uses ICT in a good way', 'fun factor', 'puts information on the LMS', 'varies the teaching methods', 'demonstrates how to use ICT' and 'general pedagogical skills'. The results show that although the specific focus is on students' views of their teachers' use of ICT, general pedagogical skills are a major focus in the themes. Effectiveness is an explicit theme in terms of ICT adding value to teaching and learning, while ineffectiveness is an implicit underlying dimension in the themes relating to less good teaching. It is also evident that the students value the same teacher's use of ICT in teaching differently.

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Teachers’ leadership: a maker or a breaker of students’ educational motivation

Cited by 17 publications

References 34 publications

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

Key Teacher Attitudes for Sustainable Development of Student Employability by Social Cognitive Career Theory: The Mediating Roles of Self-Efficacy and Problem-Based Learning

From a student perspective, what constitutes a good (or less good) use of ICT in teaching?

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