What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective

W. C. Liu, C. K.John Wang*, Johnmarshall Reeve, Ying Hwa Kee, Lit Khoon Chian

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

23 Citations (Scopus)

Abstract

This study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support.

Original languageEnglish
Pages (from-to)185-195
Number of pages11
JournalJournal of Education
Volume200
Issue number3
DOIs
Publication statusPublished - Oct 1 2020
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2019 Trustees of Boston University.

ASJC Scopus Subject Areas

  • Education

Keywords

  • motivational strategies
  • perceived job pressure
  • self-determination theory
  • student motivation
  • teacher motivation

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