An integrated model for the study of teacher motivation

Recent studies show that teachers suffer more than other professional groups from the occupational lack of motivation. A global understanding of teacher motivation requires an adequate framework for its study. The main goal of the current research was to propose and test a model of teacher motivation that integrates constructs from several cognitive-motivational theories. This integrative model starts from the perspectives of Expectancy-Value and Learned Helplessness but overcomes some of the limitations of each. The participants were 272 elementary and secondary teachers in Portugal. They responded to a series of inventories designed to measure their expectancies of control, success and efficacy, attributions, intrinsic motivation and perceived goal value levels, and how these interact to influence professional engagement (the model’s exogenous variable). Analyses of path coefficients and the variance of endogenous variables support the proposed integrated model and suggest strategies for teacher education that may increase teacher motivation

How you provide corrective feedback makes a difference: the motivating role of communicating in an autonomy-supporting way

We relied on self-determination theory (SDT; Deci & Ryan, 2000) to investigate to what extent autonomy-supporting corrective feedback (i.e., feedback that coaches communicate to their athletes after poor performance or mistakes) is associated with athletes' optimal motivation and well-being. To test this hypothesis, we conducted a cross-sectional study with 337 (67.1% males) Greek adolescent athletes (age M = 15.59, SD = 2.37) from various sports. Aligned with SDT, we found through path analysis that an autonomy-supporting versus controlling communication style was positively related to future intentions to persist and well-being and negatively related to ill-being. These relations were partially mediated by the perceived legitimacy of the corrective feedback (i.e., the degree of acceptance of corrective feedback), and, in turn, by intrinsic motivation, identified regulation, and external regulation for doing sports. Results indicate that autonomy-supporting feedback can be still motivating even in cases in which such feedback conveys messages of still too low competence

Achievement goals, learning strateges and language achevement among peruvian high school students

We used an achievement goal framework to study the role of motivation in the academic context of a Peruvian sample of 8 th to 10 th grade high school students (N = 1505). The purpose of this cross-sectional study was to examine the relationship between students' achievement goals, their use of learning strategies and their academic achievement. Multiple Hierarchical Regressions Analyses identified, as predicted, positive effects of mastery goals, including more use of learning strategies and higher academic achievement, and negative effects of performance avoidance goals, including lower academic achievement. Mixed results were found for pursuing performance approach goals, which predicted a greater use of learning strategies, but were unrelated to academic achievement. The present findings support the external validity of achievement goal theory in a sample of students from a culture that is understudied in the achievement goal literature in particular and the motivational literature in general

Achievement goals, learning strateges and language achevement among peruvian high school students

We used an achievement goal framework to study the role of motivation in the academic context of a Peruvian sample of 8 th to 10 th grade high school students (N = 1505). The purpose of this cross-sectional study was to examine the relationship between students' achievement goals, their use of learning strategies and their academic achievement. Multiple Hierarchical Regressions Analyses identified, as predicted, positive effects of mastery goals, including more use of learning strategies and higher academic achievement, and negative effects of performance avoidance goals, including lower academic achievement. Mixed results were found for pursuing performance approach goals, which predicted a greater use of learning strategies, but were unrelated to academic achievement. The present findings support the external validity of achievement goal theory in a sample of students from a culture that is understudied in the achievement goal literature in particular and the motivational literature in general

Study persistence and academic achievement as a function of the type of competing tendencies

In order to understand and predict students' achievement and persistence at learning activities, many contemporary motivational models consider how much students are motivated for their school work. However, students' achievement and persistence might not only be affected by their amount of study motivation, but also by the motivation to engage in competing alternative activities, as suggested three decades ago by Atkinson and Birch in their "Dynamics of Action " (1970). Building on this line of theorizing, the present contribution indicates that it is not only instructive to consider the level of students' motivation for these competing activities, but also the type of activities they engage in, that is leisure vs. working activities. Two studies demonstrated that whereas time spent on working activities is inversely related to study motivation, attitude, persistence and academic achievement, such relationships were not found for leisure time engagement. Spending some time on leisure time activities does not interfere with optimal learning

La Teoría de Orientación a la Meta, estrategias de aprendizaje y rendimiento académico en estudiantes de secundaria de Lima

To investigate the role of student motivation in the educational context, the Goal Orientation Theory was employed in a sample of 1.505 secondary students in Lima. In the present investigation three types of goals were studied: learning oriented, performance approach and performance avoidance oriented. The empirical evidence is drawn basically from studies with samples of North American middleclass students. Therefore, our objective was to find if this evidence was also valid for a sample of Peruvian students examining the relation among students’ goal orientation, learning strategies and academic performance.En la presente investigación se ha empleado la Teoría de Orientación a la Meta para estudiar el rol que tiene la motivación de los estudiantes en el contexto educativo en una muestra de 1.505 estudiantes de secundaria de Lima. En esta investigación se estudiaron tres tipos de metas: orientadas al aprendizaje, de aproximación al rendimiento y de evitación al rendimiento. La evidencia empírica proviene básicamente de estudios realizados con muestras de estudiantes norteamericanos de clase media. Por lo tanto nuestro objetivo fue encontrar si estos hallazgos eran también válidos en una muestra de estudiantes peruanos, para lo cual examinamos la relación entre la Orientación a la Meta de los estudiantes, las estrategias de aprendizaje y el rendimiento académico. &nbsp

The nature and dimensions of achievement goals: mastery, evaluation, competition, and self-presentation goals

The present study aimed to clarify the nature and dimensions of achievement goals and to examine structural differences in students' goals across school levels. Participants were 134 students from 5th and 6th grades, and 423 students from 7th to 9th grades. A variety of achievement goals were assessed, including mastery goals and several performance-related goals representing three main dimensions: competition, self-presentation, and valence. Two alternative models were tested, using confirmatory factor analysis. For middle-school students a three factor model with presentation, competition, and simple evaluation/mastery goals, was found ??(132, N = 134) = 160.9, p < .001; CFI = .94; RMSEA = .04, 95%CI [.02 - .06]. In the junior-high sample, one avoidance factor, one competition factor, and a simple evaluation/mastery factor, best fitted the data ??(114, N = 423) = 269.8638 p < .001; CFI = .93; RMSEA = .06, 95%CI [.05 - .07] thus suggesting that distinct dimensions organize younger and older students' motivation. However, common to both grade levels was the existence of (a) separate but low incidence competition goals, and (b) simple evaluation goals, which encompass neither self-presentation nor competition, and are closely linked to mastery goals. Moreover, significant differences were found in the relative importance attached by students to the different types of goals (p < .001 for all comparisons), both at middle-school F(2, 266) = 220.98; p < .001; ?2 = .624) and at junior-high school F(2, 820) = 464.4; p < .001; ?2 = .531.8C1E-AFB9-6BE1 | Maria Teresa Martins Gon?alvesN/

TEACHERS AS SOURCES OF STUDENTS' MOTIVATION: ABOUT THE WHAT AND THE WHY OF STUDENT LEARNING

En este artículo se discutirá cómo los profesores, directores, consejeros escolares y otros profesionales de la educación pueden mejorar la cantidad y la calidad de la motivación de los estudiantes, trabajando en el “qué” los motiva (metas de logro académico, por ejemplo) y en el “por qué” (razones) ellos luchan por alcanzar estas metas. Con base en la Teoría de las Metas de Logro y en la Teoría de la Autodeterminación, se discutirán las diferencias en la calidad de la motivación de los estudiantes y se explicará por qué los profesores deben crear un ambiente de aprendizaje que promueva formas óptimas de motivación.In this article we will discuss how teachers, principals, student counselors, and other professionals in education, can enhance the quantity and the quality of students' motivation by affecting what students are motivated for (i.e., their academic achievement goals) and the reasons why they strive to reach those goals. Based on Achievement goal theory and on Selfdetermination theory we will discuss these qualitative differences in students' motivation and we will explain why teachers should create a learning environment that fosters these more optimal types of motivation

Inserción social en adolescentes: Un estudio sociopsicológico

This research is aimed to determine the socio-psychological correlates of Social Insertion in adolescents who has finished secondary education. The research model considers predictor, mediator and criterion (Social Insertion) variables assessed in a correlational and longitudinal study. The results show changes in the Social Insertion level according to the socio-economic level. In terms of School Culture it has been found that adolescents perceive that their schools orient them to Social Insertion under the following hierarchy: first, to pursue university education; second, to follow technical studies; third, to find employment and fourth, to form a family. Another finding is the existence of a positive association between the Social Insertion levels and Parents’ expectations. Further results indicate that the Future Time Perspective is different as a function of the socio-economic level.La presente investigación se orienta a conocer los correlatos sociopsicológicos de la inserción social en adolescentes que han culminado sus estudios secundarios. El modelo de investigación ha considerado variables predictoras, mediadoras y de criterio (inserción social) evaluadas a través de un estudio correlacional y longitudinal. Los resultados reportan que existen cambios en el nivel de inserción social en los dos niveles socioeconómicos. En cuanto a la cultura escolar se observó que los adolescentes perciben que el centro educativo orienta a los estudiantes, de manera prioritaria, hacia la universidad; en segundo término, hacia los estudios técnicos; en tercer lugar, hacia el empleo; y, en último término, hacia la vida familiar. Asimismo, se encontró una asociación positiva entre los niveles de inserción social y las expectativas de los padres. La perspectiva de tiempo futuro es diferente en función del nivel socioeconómico. &nbsp