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Related Experiment Videos

Teaching quality: High school students' autonomy and competence.

Jaime León1, Elena Medina-Garrido, Miriam Ortega

  • 1Universidad de Las Palmas de Gran Canaria.

Psicothema
|April 26, 2018
PubMed
Summary

Student perceptions of teaching quality influence motivation, but this effect varies by class. Teacher behaviors like structure and autonomy support impact student competence and autonomy, respectively.

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Area of Science:

  • Educational Psychology
  • Classroom Management
  • Student Motivation

Background:

  • Teacher classroom management and student interaction significantly influence student motivation and engagement.
  • The impact of students' perception of teaching quality on their motivation may differ across classes.

Purpose of the Study:

  • To investigate how the relationship between students' perception of teaching quality and their motivation varies between classes.
  • To determine if this variability is influenced by the overall class assessment of teaching quality.

Main Methods:

  • Utilized multilevel random structural equation modeling for analysis.
  • Analyzed data from 90 classes involving student perceptions and motivation.
  • Examined the role of students' mental representation of teaching quality.

Main Results:

  • Teacher structure positively influenced the regression slope of student perception of competence (effect = .127).
  • Teacher autonomy support positively influenced the regression slope of student perception of autonomy (effect = .066).

Conclusions:

  • Provides a nuanced understanding of the interplay between teaching quality, student competence, and autonomy.
  • Highlights the class-level variability in how teaching quality perceptions affect student motivation.

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