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 language | English |
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Pages (from-to) | 185-195 |
Number of pages | 11 |
Journal | Journal of Education |
Volume | 200 |
Issue number | 3 |
DOIs | |
Publication status | Published - Oct 1 2020 |
Externally published | Yes |
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