内在动机
心理学
目标理论
自决论
风格(视觉艺术)
数学教育
自治
学习动机
结构方程建模
教育学
社会心理学
历史
统计
数学
考古
政治学
法学
作者
Zou H,Jihai Yao,Yuexin Zhang,Xinyi Huang
摘要
Abstract Teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning are important contributors to effective teaching and learning, and exploring their relationships and influencing mechanisms can clarify the path to promote teachers' professional development and students' overall growth. In our study, 44 secondary school teachers and 2461 secondary school students completed questionnaires, and a multilevel structural equation model was used to explore the influence of teachers' intrinsic motivation for teaching on students' intrinsic motivation for learning and the mediating role of teachers' motivating style and teacher‐student relationships. The results showed that (1) teachers' intrinsic motivation for teaching was significantly positively correlated with students' intrinsic motivation for learning, and the former had a significant direct effect on the latter; (2) teachers' autonomy‐supporting motivating style, positive teacher‐student relationships, and negative teacher‐student relationships played mediating roles between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning; and (3) teachers' motivating style and teacher‐student relationships played a chained mediating role between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning.
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