This study used an integrated theoretical approach to investigate teacher motivation and its influence on teaching quality. Drawing on Expectancy-Value-Theory and Achievement-Goal-Theory, a ...person-centered approach was used to investigate how multiple characteristics (i.e., self-efficacy, enthusiasm, and goal orientation) combined to form teachers’ motivational profiles. The profiles were then analyzed to see if there was a link to teaching quality. Latent profile analysis for 156 secondary-level mathematics teachers identified three motivational profiles which differed only in their performance goals: low performance goal-oriented (49%), high performance goal-oriented (38%), and high performance-avoidance goal-oriented (13%). Multilevel path analysis showed that motivational profile membership was not significantly related to student-rated teaching quality when baseline teaching quality was controlled (N = 1497 available on both measurement points). The findings revealed that the link between teacher motivation and teaching quality was less clear than expected. Possible reasons for the results are discussed.
•Latent profile analysis was used for identifying teachers' motivational profiles.•Teachers' motivational profiles mainly differed regarding their performance goals.•An integrated theoretical approach on teacher motivation indicated no added value.•Profile membership did not predict change in teaching quality.
Following Pekrun's (2006) control-value theory of achievement emotions, we investigated carry-over effects and cross-lagged relationships between student-perceived teacher enthusiasm and humor and ...students' enjoyment and boredom both within and between university lectures. We used a latent state-trait approach to acknowledge the role of situational factors in this relationship. Data were collected from 559 university students (76% female, mean age 21.6 years) from seven different lecture courses. We assessed students' self-reported emotions and student-perceived teacher enthusiasm and content-related humor over a period of four lectures at three random points during each lecture course. The analyses revealed that all variables were influenced by previous measures within lectures; however, between lectures, only previous enjoyment and humor influenced the subsequent measure. When students experienced boredom, they perceived less teacher enthusiasm and humor. On the other hand, perceived teacher humor positively affected enjoyment within lectures.
•Investigation of the variance components of students' enjoyment and boredom.•Investigation of the variance components of perceived teacher enthusiasm and humor.•Application of univariate and bivariate STARTS models.•Examination of cross-lagged relations.
Emotional Transmission in the Classroom Frenzel, Anne C; Goetz, Thomas; Lüdtke, Oliver ...
Journal of educational psychology,
08/2009, Letnik:
101, Številka:
3
Journal Article
Recenzirano
Odprti dostop
In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student ...enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2 time points (Grades 7 and 8). At Time 2, mathematics teachers' reports of their enjoyment of teaching were available (
N
= 71), as well as student ratings of teacher enthusiasm. The findings were in line with theoretical expectations. Multilevel structural equation modeling showed that teacher and student enjoyment were positively related even when the authors adjusted for students' previous-class levels of mathematics enjoyment, and that the effect of teacher enjoyment on student enjoyment was mediated by teacher enthusiasm. Discussion centers on the practical implications for affective interactions in the classroom.
Teacher enthusiasm and student engagement are often interrelated and have important implications for student learning and students' and teachers' well-being. However, results on the lesson-specific ...variation of teachers' and students' affective-motivational experiences and their interplay are scarce. This study investigated variation in teacher enthusiasm and student engagement, each rated by teachers (n = 70) and students (n = 1537), as indicators of a shared affective-motivational climate in ninth-grade math classrooms across five consecutive lessons. Multitrait-multistate analyses revealed substantial “trait-like” consistency in all four affective-motivational measures. However, there was also a substantial degree of “state-like” lesson-specific variance that was shared across the four measures. This indicates that teachers' and students’ affective-motivational experiences are shaped by situation-specific influences and person-by-context interactions, which are shared between teachers and students. Teacher gender, teaching experience, class-level achievement, and the availability of motivationally supportive instructional interventions failed to explain substantial variance in these associations.
•Teacher enthusiasm and student engagement form a shared affective-motivational climate.•The affective-motivational climate of a class includes trait-like and state-like components.•Teacher enthusiasm and class-level student engagement showed trait-like consistency.•Joint lesson-to-lesson fluctuations in teacher and student experiences were supported.
This article investigates teacher enthusiasm and how it relates to instructional behaviours. We distinguished teachers' enthusiasm for the subject matter of mathematics from their enthusiasm for ...teaching mathematics. A total of 323 teachers and their 9th-grade classes participated in the study. Questionnaires were used to assess teachers' enthusiasm and instructional behaviours from both the teacher and the student perspective. Structural equation modelling revealed that teachers who were more enthusiastic about teaching showed higher quality instructional behaviour—both self-reported and student-rated. By contrast, enthusiasm for mathematics as a subject matter predicted teachers' self-reports, but not students' ratings, of instructional behaviour.
Mit "Begeisterung" ist die motivationale Grundlage menschlichen Handelns angesprochen: Warum tun Menschen, was sie tun? In Theorie und Geschichte wird auf das Einwirken äußerer, nicht allein rational ...agierender Kräfte, etwa eines Geistes, eines Gottes oder eines Volkes hingewiesen. Doch ist die Begeisterung als Hochstimmung auch ein Medium und Ziel der Pädagogik und nicht zuletzt ein Risiko- und Bildungsszenarium. Denn in ihr gehen Menschen bewusst über die gewohnten Grenzen ihres Daseins hinaus. Pädagogisch geht es um eine Begeisterung, die Lust auf Bildung macht, und um eine Bildung, die begeistert – gerade, weil sie den Rahmen des Gewohnten verlässt.
In this book Robert R. Clewis shows how certain crucial concepts in Kant's aesthetics and practical philosophy - the sublime, enthusiasm, freedom, empirical and intellectual interests, the idea of a ...republic - fit together and deepen our understanding of Kant's philosophy. He examines the ways in which different kinds of sublimity reveal freedom and indirectly contribute to morality, and discusses how Kant's account of natural sublimity suggests that we have an indirect duty with regard to nature. Unlike many other studies of these themes, this book examines both the pre-Critical Observations and the remarks that Kant wrote in his copy of the Observations. Finally, Clewis takes seriously Kant's claim that enthusiasm is aesthetically sublime, and shows how this clarifies Kant's views of the French Revolution. His book will appeal to all who are interested in Kant's philosophy.
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