Measuring teacher perceptions of the “how” and “why” of student motivation

Abstract

In the field of educational psychology, there is diverse and active research in motivation for learning and achievement. Many instruments exist for assessing students' motivation, primarily as self-report. Fewer instruments are available for assessing teachers' perceptions of their students' motivation, and fewer still for assessing teachers' perceptions of reasons for students' lack of motivation. Teachers' intervention strategies for motivation are linked to their causal perceptions. Therefore, it is important to assess those causal perceptions. In this paper, we offer evidence for the Perceptions of Student Motivation questionnaire, a new measure that offers evidence of validity and reliability for this purpose among high school teachers. It offers potential to increase efficiency and clarity of findings regarding teachers' perceptions of students' motivation.

Relationship between Teachers’ Motivational Strategies, Self-Efficacy and Beliefs on Students’ Academic Achievement at Oman Public Schools

“…This study also stated that teachers are the most important factor in influencing motivation as their commitment and enthusiasm directly influence the academic performance of the students. This along with the fact that teachers' choice of strategies and their teaching methods were a key to the students' motivation in class.With regards to motivation, teachers' class room strategy aimed for the following results: i) motivating the students' by putting its loads of effort, engaging and investing in the class activities; ii) empowering the students' selfperceptions among their self or content (valuing, competence, ability, success and expectations); iii) improving the students' learning and their academic performance (Hardré, et al, 2008). This finding suggests that if teachers motivating the students, they will also utilizing a variety of strategies (D'Ellisa, 2015).…”

The Role of Students’ Motivation in the Relationship between Perceived Learning Environment and Achievement in Science: A Mediation Analysis

“…Furthermore, less supportive classroom environments related to teacher caring and student-student interaction in academic work have been linked to decreases in motivation, and academic achievement (Barber & Olsen, 1997;Ryan & Patrick, 2001). Similarly, it was emphasized that students may have many more opportunities to increase their motivational beliefs when they are supported by their teachers in their classroom learning environments (Brophy, 2004;Fraser, 1998;Hardre et al, 2008;Urdan & Schoenfelder, 2006). Likewise, Fosnot (1996) proposed that thanks to constructivist learning environments, students can be motivated intrinsically and have higher self-efficacy.…”

Challenging teacher beliefs about student engagement in mathematics

“…According to Leatham and Hill (2010), such identities significantly influence the way teachers interact with their students. Hence, it seems that what teachers believe, including beliefs about themselves as teachers and learners of mathematics, whether they believe their students to be high or low achievers and engaged or not, influences the teaching strategies they adopt, their responses to students and the efforts they make in the classroom (Hadré et al 2008). In turn, what teachers do impacts further on their students' engagement and achievement (Hill and Rowe 1996).…”