Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study

Research on classroom motivational climate (CMC) has shown significant differences between classrooms in CMC. However, it is not known whether teachers’ motivational knowledge, and goals and expectancies related to their students contribute to such differences, and consequently, on the effects of CM...

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Autores: Alonso-Tapia, Jesús, Ruiz Díaz, Miguel Ángel, Huertas Martínez, J. Antonio
Formato: artículo
Fecha de publicación:2020
País:España
Recursos:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/694713
Acesso em linha:http://hdl.handle.net/10486/694713
https://dx.doi.org/10.6018/analesps.337911
Access Level:acceso abierto
Palavra-chave:Classroom motivational climate
Teachers’ motivational knowledge
Teachers’ goals on students
Teachers’ expectancies
Students’ goal-orientations
Psicología
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spelling Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel studyDiferencias en el clima motivacional en el aula: causas, efectos e implicaciones para la formación docente. Un estudio multinivel.Alonso-Tapia, JesúsRuiz Díaz, Miguel ÁngelHuertas Martínez, J. AntonioClassroom motivational climateTeachers’ motivational knowledgeTeachers’ goals on studentsTeachers’ expectanciesStudents’ goal-orientationsPsicologíaResearch on classroom motivational climate (CMC) has shown significant differences between classrooms in CMC. However, it is not known whether teachers’ motivational knowledge, and goals and expectancies related to their students contribute to such differences, and consequently, on the effects of CMC on students. For answering this question, a multilevel model of the relationships among a) teachers’ knowledge and motivational characteristics, b) students’ goals and expectancies (SGE), c) perceived CMC, and d) students’ attribution of perceived motivational improvement to teachers (APMIT) was tested using structural equation methods. A total of 2.223 Secondary and High School students and their 95 teachers participated in the study. Results showed that teachers’ motivational quality (TMQ) has a significant indirect effect on differences between classrooms in CMC, and on the students’ attribution of perceived improvement in motivational variables to teachers, but also that teachers’ characteristics differ in their contribution to TMQ, and so, to CMCLa investigación sobre el clima motivacional en el aula (CMC) ha mostrado diferencias significativas entre las aulas en CMC. Sin embargo, no se sabe si el conocimiento motivacional de los docentes y las metas y expectativas relacionadas con sus alumnos contribuyen a tales diferencias y, en consecuencia, a los efectos de la CMC en los alumnos. Para responder a esta pregunta, un modelo multinivel de las relaciones entre a) el conocimiento y las características motivacionales de los profesores, b) las metas y expectativas de los estudiantes (SGE), c) la percepción de CMC, y d) la atribución de los estudiantes de la mejora motivacional percibida a los maestros (APMIT) se probó utilizando métodos de ecuaciones estructurales. Un total de 2.223 estudiantes de secundaria y preparatoria y sus 95 profesores participaron en el estudioThis work was carried out with funding from the Spanish Ministry of Economy. Industry and Competitive-ness (Project EDU2017-89036-P)Editum. Servicio de Publicaciones de la Universidad de Murcia. Murcia (Spain)Departamento de Psicología BásicaDepartamento de Psicología Biológica y de la SaludDepartamento de Psicología Social y MetodologíaFacultad de Psicología20202020-01-01research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/694713https://dx.doi.org/10.6018/analesps.337911reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/6947132026-06-23T12:46:27Z
dc.title.none.fl_str_mv Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study
Diferencias en el clima motivacional en el aula: causas, efectos e implicaciones para la formación docente. Un estudio multinivel.
title Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study
spellingShingle Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study
Alonso-Tapia, Jesús
Classroom motivational climate
Teachers’ motivational knowledge
Teachers’ goals on students
Teachers’ expectancies
Students’ goal-orientations
Psicología
title_short Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study
title_full Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study
title_fullStr Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study
title_full_unstemmed Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study
title_sort Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study
dc.creator.none.fl_str_mv Alonso-Tapia, Jesús
Ruiz Díaz, Miguel Ángel
Huertas Martínez, J. Antonio
author Alonso-Tapia, Jesús
author_facet Alonso-Tapia, Jesús
Ruiz Díaz, Miguel Ángel
Huertas Martínez, J. Antonio
author_role author
author2 Ruiz Díaz, Miguel Ángel
Huertas Martínez, J. Antonio
author2_role author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Básica
Departamento de Psicología Biológica y de la Salud
Departamento de Psicología Social y Metodología
Facultad de Psicología
dc.subject.none.fl_str_mv Classroom motivational climate
Teachers’ motivational knowledge
Teachers’ goals on students
Teachers’ expectancies
Students’ goal-orientations
Psicología
topic Classroom motivational climate
Teachers’ motivational knowledge
Teachers’ goals on students
Teachers’ expectancies
Students’ goal-orientations
Psicología
description Research on classroom motivational climate (CMC) has shown significant differences between classrooms in CMC. However, it is not known whether teachers’ motivational knowledge, and goals and expectancies related to their students contribute to such differences, and consequently, on the effects of CMC on students. For answering this question, a multilevel model of the relationships among a) teachers’ knowledge and motivational characteristics, b) students’ goals and expectancies (SGE), c) perceived CMC, and d) students’ attribution of perceived motivational improvement to teachers (APMIT) was tested using structural equation methods. A total of 2.223 Secondary and High School students and their 95 teachers participated in the study. Results showed that teachers’ motivational quality (TMQ) has a significant indirect effect on differences between classrooms in CMC, and on the students’ attribution of perceived improvement in motivational variables to teachers, but also that teachers’ characteristics differ in their contribution to TMQ, and so, to CMC
publishDate 2020
dc.date.none.fl_str_mv 2020
2020-01-01
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/694713
https://dx.doi.org/10.6018/analesps.337911
url http://hdl.handle.net/10486/694713
https://dx.doi.org/10.6018/analesps.337911
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editum. Servicio de Publicaciones de la Universidad de Murcia. Murcia (Spain)
publisher.none.fl_str_mv Editum. Servicio de Publicaciones de la Universidad de Murcia. Murcia (Spain)
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301603

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