Teacher–student interpersonal relationships in Indonesia: profiles and importance to student motivation

Maulana, Ridwan; Opdenakker, Marie-Christine; Brok, Perry den; Bosker, Roel

doi:10.1080/02188791.2011.544061

Cited by 122 publications

(135 citation statements)

References 21 publications

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“…Following Vansteenkiste et al (2004), composite scores for controlled motivation (a ¼ 0.81-0.84) were constructed by averaging external and introjected motivation scales, and autonomous motivation (a ¼ 0.87-0.90) was generated from the average of identified and intrinsic motivation scales. Checks of validity of this measure were conducted in our previous study (Maulana, Opdenakker, Den Brok, & Bosker, 2011;Vansteenkiste et al, 2004) and show a good property of the measure.…”

Section: Academic Motivationmentioning

confidence: 99%

Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

Opdenakker¹,

Maulana²,

Brok

2012

School Effectiveness and School Improvement

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150

129

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Citation for published version (APA):Opdenakker, M. C., Maulana, R., & Brok, den, P. J. (2012). Teacher-student interpersonal relationships and academic motivation within one school year : developmental changes and linkage. School Effectiveness and School Improvement, 23 (1) Please check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences between the submitted version and the official published version of record. People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal. The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among firstgrade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5 times within a school year, from 566 students of 20 mathematics and English classes, from 3 secondary schools in The Netherlands. Multilevel growth curve modelling was applied. Analysis of withinyear changes in teacher-student interpersonal relationships revealed that the quality of relationships decreased over time. The decrease was more pronounced for Proximity than for Influence. Moreover, students' controlled motivation increased slightly, while autonomous motivation decreased systematically over time. Teacher-student interpersonal relationships are significant predictors of autonomous motivation. Several determinants like subject taught, class type, teacher gender, and student gender can explain differences in developmental trajectories of both interpersonal behaviour and academic motivation over time.

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Section: Academic Motivationmentioning

confidence: 99%

Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

Opdenakker¹,

Maulana²,

Brok

2012

School Effectiveness and School Improvement

Self Cite

150

129

View full text Add to dashboard Cite

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“…hal tersebut dikarenakan persepsi siswa tentang perilaku interpersonal guru mempengaruhi faktor lain yang juga mempengaruhi hasil belajar siswa yakni motivasi belajar siswa. hal tersebut sesuai dengan hasil penelitian Maulana, et al (2011) yang menyatakan bahwa persepsi siswa tentang perilaku interpersonal guru berhubungan kuat dengan motivasi belajar siswa. Salah satu faktor internal yang mempengaruhi hasil belajar siswa adalah motivasi (Sagala, 2009).…”

Section: Pembahasanunclassified

The Relationship between Students’ Perceptions of Interpersonal Teacher Behaviour with Students’ Biology Outcomes

Purba¹,

Supriyatin²,

Sigit³

2018

biosferJPB

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“…The Meaning Learning Scale consists of seven basic psychological needs -need for autonomy, competence, relatedness, meaning/spiritual needs, self-esteem, self-actualization, and pleasure stimulation needs. To assess intrinsic motivation, Learning Motivation Scale by Maulana, Opdenakker, den Brok, & Bosker, (2011) was adapted. The respondents are asked to indicate their degree of agreement with the statements, scored on a five-point Likert-type scale (1=strongly disagree; 5=strongly agree).…”

Section: Methodsmentioning

confidence: 99%

The Role of Student Perceived of Lecturer’s Meaning Support in Learning on Student Engagement

Primana¹,

Safitri²,

Widyasari³

et al. 2017

International Conference on Social Sciences

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Previous researches have long been ascertained that intrinsic motivation and self-efficacy play an important role on student engagement. The purpose of present research is to identify whether student perceived of lecturer's meaning support in learning along with intrinsic motivation, and self-efficacy are meaningful predictors of student engagement. Variable of meaning support in learning is developed based on Self Determination Theory. 251 freshmen of social studies from Universitas Indonesia have participated in the research. In order to collect data, "School Engagement Measurement", "Meaning Support in Learning", "Learning Motivation", and "Self-efficacy, Stress, and Academic Success in College" scales have been employed. A Multiple Regression analysis has been used to predict the student's engagement based on student perceived of lecturer's meaning support in learning, the level of students' motivation and level of student's self-efficacy. It is found that student perceived of lecturer's meaning support in learning have predicted 14% of student engagement. This research indicates that lecturer's meaning support in learning also plays an important role on student engagement. The implications of the result are discussed.

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Teacher–student interpersonal relationships in Indonesia: profiles and importance to student motivation

Cited by 122 publications

References 21 publications

Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

The Relationship between Students’ Perceptions of Interpersonal Teacher Behaviour with Students’ Biology Outcomes

The Role of Student Perceived of Lecturer’s Meaning Support in Learning on Student Engagement

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