Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study
Abstract
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.
Downloads
References
Alonso-Tapia, J. (2005). Motives, expectancies and value-interests related to learning: The MEVA questionnaire. Psicothema, 17(3), 404-411.
Alonso-Tapia, J., & Fernández, B. (2008). Development and initial validation of the classroom motivational climate questionnaire (CMCQ). Psicothema, 20(4), 883-889.
Alonso-Tapia, J., & Pardo, A. (2006). Assessment of learning environment motivational quality from the point of view of secondary and high school learners. Learning and Instruction, 16, 1-15. http://dx.doi.org/10.1016/j.learninstruc.2006.07.002
Author (2017).
Author et al. (2013).
Author et al. (2014).
Ames, C. (1992). Achievement goals and the classroom motivational climate. In D.H. Schunk & J.L. Meece (Eds.), Students perceptions in the classroom (pp. 327-348). New York: Erlbaum.
Ames, C. & Ames, R. (1984). Systems of student and teacher motivation: toward a qualitative definition. Journal of Educational Psychology, 76, 335-556.
Asparouhov, T & Nguyen, T (2013). M-Plus 7.11. https://www.statmodel.com
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Brophy, J. (1983). Research on self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 76, 236-247. http://dx.doi.org/10.1037/0022-0663.75.5.631
Butler, R. (2012). Striving to connect: extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology. 104(3), 726-742. https://doi.org/10.1037/a0028613
Cooper, H. (1983). Communication of teacher expectations to students. In J. Levine & M. Wang. (Eds.), Teachers' and students' perception: Implications for learning. (pp. 193-312). Hillsdale, NJ: Erlbaum.
Elliot, A.J. (2005). A conceptual history of achievement goal construct. In A.J. Elliot & C. Dweck (Eds.), Handbook of competence and motivation. (pp. 52-72). New York: Guilford.
Fernández, B. (2009). Desarrollo y validación de un cuestionario de clima motivacional de clase. [Development and validation of a classroom motivational climate questionnaire]. Unpublished Doctoral dissertation. Universidad Autónoma, Madrid.
Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2010). Multivariate data analysis. Upper Saddle River, NJ: Pearson-Prentice Hall.
Harbour, K.E., Evanovich, L.L., Sweigart, C.A., & Hughes, L.E. (2015). A Brief Review of Effective Teaching Practices That Maximize Student Engagement. Preventing School Failure, 59(1), 5-13. http://dx.doi.org/10.1080/1045988X.2014.919136
Haselhuhn, C.W., Al-Mabuk, R. & Gabriele, A. (2007). Promoting positive achievement in the Middle School: A look at teachers’ motivational knowledge, beliefs and teaching practices. Research in Middle Level Education, 30(9), 1-20.
Lazowski, R.A., & Hulleman, C.S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. http://dx.doi.org/10.3102/0034654315617832
Marsh, H.W. & Seaton, M. (2015). The big-fish-little-pond effect, competence, self-perceptions and relativity: substantive advances and methodological innovation. In Elliot, A.J. (Ed.), Advances in motivational science, II. (pp. 127-184). New York: Elsevier.
McDonald, R. P. (1999). Test theory. A unified treatment. Mahwah, NJ: Lawrence Erlbaum.
Meece, J.L., Anderman, E.M. & Anderman, L.H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
http://dx.doi.org/10.1146/annurev.psych.56.091103.070258
Midgley, C. (2002). Goals, Goal Structures, and Patterns of Adaptive Learning. Hillsdale, NJ: Erlbaum.
Midgley, C., Maher, M.L., Hruda, L.Z., Anderman, E., Anderman, L., Freeman, K.E.… & Urdan, T., (2000). Manual for the patterns of Adaptive Learning Scales. Michigan: University of Michigan.
Rotter, J.B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-28.
Villasana, M., y Alonso-Tapia, J. (2015). Cross-Cultural Validity of the “Classroom Motivational Climate Questionnaire”: Comparison between French and Spanish Students. Journal of Psychodidactics, 20(2), 227-246. http://dx.doi.org/10.1387/RevPsicodidact.13034
Wentzel, K.R. (1995). Teachers who care: Implications for student motivation and classroom behavior. Washington, DC: Office for Educational Research Improvement.
Zhou, J. & Urhahne, D. (2013). Teacher judgment, student motivation and the mediating effect of attributions. European Journal of Psychology of Education, 28, 275-295. http://dx.doi.org/10.1007/s10212-012-0114-9
The works published in this journal are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in paragraph 2.
© Servicio de Publicaciones, Universidad de Murcia, 2022
2. The works are published in the online edition of the journal under a Creative Commons Reconocimiento-CompartirIgual 4.0 (legal text). You can copy, use, distribute, transmit and publicly display, provided that: i) you cite the author and the original source of publication (journal, editorial and URL of the work), ii) are not used for commercial purposes, iii ) mentions the existence and specifications of this license.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3. Conditions of self-archiving. Is allowed and encouraged the authors to disseminate electronically pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version reviewed and accepted for publication) of their works before publication, as it encourages its earliest circulation and diffusion and thus a possible increase in its citation and scope between the academic community. RoMEO Color: Green.
