An Investigation into the Relationship Between Teacher Motivation and Pupil Motivation

Atkinson, Elizabeth

doi:10.1080/014434100110371

Cited by 100 publications

(79 citation statements)

References 6 publications

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“…This importance can be explained to teachers in terms of professional development and needs (Deci & Ryan, 2000). Because of its relation and usefulness to them, teachers are more likely to be motivated to make changes that could influence student achievement, as Atkinson (2000) explained that teacher motivation is important for students' learning. Eccles et al (1983) proposed that there are clear causal links between individuals' goals, ability beliefs, subjective values, and expectancies for success (p. 81).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

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The Place of Learning Quantum Theory in Physics Teacher Education: Motivational Elements Arising From the Context

2015

EDUC SCI-THEOR PRACT

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Quantum theory is one of the most successful theories in physics. Because of its abstract, mathematical, and counter-intuitive nature, many students have problems learning the theory, just as teachers experience difficulty in teaching it. Pedagogical research on quantum theory has mainly focused on cognitive issues. However, affective issues about student learning are just as important as cognitive issues. The purpose of this study was to investigate pre-service physics teachers' motivation towards learning quantum theory by examining motivational constructs such as expectancies, values, ability beliefs, and goals. The participants (n = 6) of this case study were fourth-year pre-service physics teachers at a state university in Turkey. Through semi-structured interviews, the participants were asked seventeen questions that focused on motivational constructs. Analysis of the qualitative data indicated that the instructor, nature of the content, and previous performance were three motivational elements that originated in the context of the quantum mechanics course. Furthermore, these context-dependent elements interacted with the other elements of motivational constructs in both direct and indirect ways. Because unsuccessful learning situations are explained by low motivation, context-dependent affective elements and their interactions should be considered in the teaching and learning of quantum theory.

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Section: Conclusion and Discussionmentioning

confidence: 99%

“…In particular, teacher motivation is a growing research area in recent years because previous research has revealed that teacher motivation plays an important role in student learning (Atkinson, 2000). The recent research on teacher motivation focuses on the career choices of pre-service teachers.…”

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confidence: 99%

The Place of Learning Quantum Theory in Physics Teacher Education: Motivational Elements Arising From the Context

2015

EDUC SCI-THEOR PRACT

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“…The teachers' assessment is mediated by two variables: (1) the student's intelligence, that is, the greater the intelligence, the better the academic results and the better reciprocal appreciation between teacher and student; (2) family support for study also makes the student value his teacher more highly (Castejón and Pérez, 1998). Other studies find positive relationships between the teacher's motivation and that of the student (Atkinson, 2000). Teacher-pupil relations are also mediated by the teacher's attribution of poor performance to the student (Georgiou et al, 2002).…”

Section: Introductionmentioning

confidence: 95%

Factores personales, familiares y académicos que afectan al fracaso escolar en la Educación Secundaria

Díaz

2017

EJREP

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Introducción. El conocimiento de las diferentes variables que inciden en el fracaso escolar es un tópico recurrente, en especial cuando estudios como el de la OCDE ponen de manifiesto que el 26% de los alumnos de ESO en España (un 6% superior a la media del total de países estudiados) no terminan sus estudios con la titulación correspondiente. El objetivo de la pre-sente investigación es establecer las relaciones entre los factores personales, familiares y académicos que explican el fracaso escolar, así como determinar de qué modo estos factores se determinan mutuamente. Método. La muestra estuvo constituida por un total de 1178 alumnos de cuatro institutos de Almería capital (España) pertenecientes a los cuatro niveles de la Educación Secundaria Obli-gatoria (E.S.O.). Para llevar a cabo la recogida de datos se han utilizado dos instrumentos de medida: una adaptación del cuestionario TAMAI y una medida del fracaso escolar. Resultados. Los resultados obtenidos ponen de manifiesto la influencia directa de variables como el nivel académico de los padres, el género, la motivación y las relaciones sociales en clase, entre otros. Discusión. Las hipótesis se cumplieron diferencialmente, mostrando el poder predictivo se-lectivo de las diferentes variables contextuales (familiares y escolares) y personales, en la explicación del fracaso escolar de los alumnos de Educación Secundaria. Tales resultados nos ofrecen una información muy relevante para comprender mejor y poder tomar decisiones, de cara a la prevención del fracaso escolar en esta etapa educativa.

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“…Students' motivation is positively affected by technology and teachers' motivation (Atkinson, 2000). Teachers should make conscious efforts to create activities that encompass some form of technological tool due to students' positive response to technology and motivation created by technology for them.…”

Section: Technology and Its Effect On Motivation And Retentionmentioning

confidence: 99%

An Overview of Motivation: The Challenges and the Importance of Motivation for Second Language Acquisition

Mahdikhani¹

2016

JSEL

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The importance of the learner's attitudes and motivation plays a major role for most psycholinguists, either in a language learning situation or in a second language acquisition context. A quick look at the major theories of language acquisition can be helpful to establish this. Krashen's monitor model argues attitudes and motivation most influential in unconscious language acquisition. The learner's motivational level acts as an affective filter on language intake (Krashen 1981, p. 102). In another model language learning begins when the learner feels motivated to communicate something to someone (see Carroll's conscious reinforcement model, 1981). Reinforcement takes place when the desired end is obtained. Bialystok's strategy model (1978) demonstrates that it can be assumed that learners will seek language exposure only if they feel motivated. Therefore, using their explicit and/or implicit knowledge, communication will take place. This study investigates the challenges and the importance of motivation for second language learning or SL acquisition.

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An Investigation into the Relationship Between Teacher Motivation and Pupil Motivation

Cited by 100 publications

References 6 publications

The Place of Learning Quantum Theory in Physics Teacher Education: Motivational Elements Arising From the Context

The Place of Learning Quantum Theory in Physics Teacher Education: Motivational Elements Arising From the Context

Factores personales, familiares y académicos que afectan al fracaso escolar en la Educación Secundaria

An Overview of Motivation: The Challenges and the Importance of Motivation for Second Language Acquisition

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