Teacher interests,mastery goals,and self-efficacy as predictors of instructional practices and student motivation |
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| Institution: | 1. German Institute for International Educational Research (DIPF), Germany;2. Department of Psychology, University of Bonn, Germany;3. Department of Education, University of York, United Kingdom;4. Department of Educational Psychology, University of Mannheim, Germany;5. Department of Psychology, University of Augsburg, Germany;1. Institute for School-Quality and Educational Research, Germany;2. Institute of Psychology, Goethe University, Frankfurt am Main, Germany |
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| Abstract: | This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher–class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation. |
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