The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships

H, Zou; Yao, Jihai; Zhang, Yuexin; Huang, Xinyi

doi:10.1002/pits.23050

Cited by 6 publications

(3 citation statements)

References 63 publications

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“…Further mediating-effects tests showed that teachers' internal motivation to teach mediated the effects of their readiness to teach and the teacher-child relationship, but the mediating effect of teachers' external motivation to teach was not of considerable significance. This study confirmed that teachers' internal motivation to teach highly predicted the quality of the teacher-child relationship, which also supports previous research [32,55]. According to the self-determination theory, the internal motivation of teachers to teach is one of the most autonomous forms of motivation [56], so that teachers engage in the teaching profession with the aim of deriving pleasure and satisfaction from the educational activity itself.…”

Section: Mediating Role Of Teachers' Motivation To Teach and Self-eff...supporting

confidence: 88%

“…MT not only affects their own professional goals, teaching behaviors, and job satisfaction, but also significantly impacts students' motivation and learning [31]. As Zou et al (2023) found in their research, teachers' motivation to teach shapes the ways in which teachers motivate their students, which, in turn, affect the quality of the teacher-student relationship [32]. Drawing from these findings, we believe that there is a close correlation between teachers' motivation to teach and the teacher-child relationship.…”

Section: Motivation To Teach (Mt) As a Mediatormentioning

confidence: 99%

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Chinese Private Preschool Teachers’ Teaching Readiness and Teacher–Child Relationships: The Chain Mediation Effects of Motivation to Teach and Self-Efficacy

Li,

Chen,

et al. 2023

Behavioral Sciences

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The teacher–child relationship is a key element in measuring the quality of childcare institutions and is essential to the current and future physical and mental developmental outcomes of children. The purpose of this study is to investigate the role of private preschool teachers’ readiness to teach in influencing the teacher–child relationship, and to explore the mechanisms by which teachers’ motivation and self-efficacy mediate their readiness to teach and the teacher–child relationship. Online questionnaires were administered to 289 early-childhood teachers in Shanghai, China. The findings of the study indicated a significant and positive correlation between early-childhood teachers’ readiness to teach and the quality of the teacher–child relationship. In addition, early-childhood teachers’ internal motivation to teach and self-efficacy mediated their readiness to teach and the teacher–child relationship, respectively. However, teachers’ external motivation did not mediate the effect of teaching readiness on the quality of the teacher–child relationship. Moreover, teachers’ motivation to teach (encompassing both internal and external factors) and their self-efficacy played chained roles in mediating the relationships between teaching readiness and the teacher–child relationship. This study highlights the significant roles of teaching readiness and instructional motivation, along with self-efficacy, in cultivating positive teacher–child relationships within early-childhood education settings.

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Section: Mediating Role Of Teachers' Motivation To Teach and Self-eff...supporting

confidence: 88%

Section: Motivation To Teach (Mt) As a Mediatormentioning

confidence: 99%

Chinese Private Preschool Teachers’ Teaching Readiness and Teacher–Child Relationships: The Chain Mediation Effects of Motivation to Teach and Self-Efficacy

Li,

Chen,

et al. 2023

Behavioral Sciences

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“…Pedagogical and psychological theories suggest that the relationship between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning is complex, with various internal mechanisms at play (Ahn et al, 2021). Teachers' motivation can not only directly influence students' motivation but also enhance their intrinsic motivation by fostering teaching practices that support autonomy, competence, and relatedness, fulfilling students' basic psychological needs (Kalyar et al, 2018;Zou et al, 2023). In essence, motivated teachers can serve as role models, inspiring students to engage more deeply in their studies and arousing enthusiasm, especially in areas like technology.…”

Section: Teacher Variables: the Role Of The Teachermentioning

confidence: 99%

Exploring the Perception of AI in Learning: Unveiling the Role of Student and Teacher Motivation and Self-Efficacy

Baez,

Buchner,

Roos

et al. 2023

Preprint

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Purpose. Artificial intelligence (AI) has a significant impact on education, but little is known about how primary and lower secondary school students perceive AI in learning. This study aims to explore both student and teacher motivation and self-efficacy in relation to students’ perceptions of AI in learning.Design/methodology/approach. Data from 907 primary and lower secondary school students and 53 corresponding class teachers from German speaking Switzerland was collected through questionnaires. Analysis was conducted using doubly multilevel structural equation modeling (ML-SEM).Findings. Analysis revealed that students’ motivation to learn with digital media is significantly linked to their perception of AI at the individual level. Furthermore, students’ self-efficacy plays a crucial role for their motivation, with girls exhibiting lower self-efficacy to learn with digital media compared to boys. At the class level, teacher motivation to integrate digital media in teaching was significantly positively associated with student motivation.Originality. This study is among the first to investigate primary and lower secondary school students’ perceptions of AI. It distinguishes itself by considering both student and teacher variables in a ML-SEM.Practical Implications. The research highlights the importance of fostering students’ self-efficacy and motivation to learn with digital media, particularly among female students. Additionally, it emphasizes the need for a supportive and motivating teacher-student dynamic to create a more positive perception of AI in learning. These findings provide valuable insights for integrating AI in primary and lower secondary school settings.

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Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?

Jud,

Karlen,

Hirt

2024

Metacognition Learning

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Teachers’ motivation is a core professional competence that influences their choices in their decision-making, such as promoting self-regulated learning (SRL). Promoting SRL supports students’ SRL development and might affect students’ motivation to apply strategies. However, the link between teachers’ motivation to promote SRL and students’ motivation to apply strategies has yet to be empirically investigated. In a multilevel analysis that included 167 lower secondary teachers and their 2,785 students, we analysed the direct and indirect relationships between teachers’ self-efficacy and attainment value, the teacher- and student-reported SRL promotion and students’ self-efficacy, utility value, attainment value and cost at the class and individual level. Additionally, we investigated the contribution of teacher- and student-reported SRL promotion to find indirect relations. Teachers’ self-efficacy was related to teacher-reported SRL promotion, and student-reported SRL promotion was associated with all motivational outcomes at the class and student level except for cost. Further, we found indirect effects between teachers’ self-efficacy for SRL promotion and students’ values and self-efficacy for SRL via teachers- and students-perceived SRL promotion. No direct effects between teacher and student motivation could be found, and no significant indirect relationships were found for the cost aspect. Regarding how the signal is transmitted, the results show that including student reports of SRL promotion is especially crucial to finding indirect links. However, future studies should employ longitudinal designs and incorporate more nuanced teacher and student motivation measures in SRL to better understand the motivational links between teachers and students.

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The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships

Cited by 6 publications

References 63 publications

Chinese Private Preschool Teachers’ Teaching Readiness and Teacher–Child Relationships: The Chain Mediation Effects of Motivation to Teach and Self-Efficacy

Chinese Private Preschool Teachers’ Teaching Readiness and Teacher–Child Relationships: The Chain Mediation Effects of Motivation to Teach and Self-Efficacy

Exploring the Perception of AI in Learning: Unveiling the Role of Student and Teacher Motivation and Self-Efficacy

Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?

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