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Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences
Students’ adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on self-determination theory (SDT), we investigated whether changes in teachers’ motivating style and students’ associated need-based experiences could explain...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Netherlands
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9546755/ http://dx.doi.org/10.1007/s10212-022-00635-8 |
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author | Cohen, Rinat Katz, Idit Aelterman, Nathalie Vansteenkiste, Maarten |
author_facet | Cohen, Rinat Katz, Idit Aelterman, Nathalie Vansteenkiste, Maarten |
author_sort | Cohen, Rinat |
collection | PubMed |
description | Students’ adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on self-determination theory (SDT), we investigated whether changes in teachers’ motivating style and students’ associated need-based experiences could explain the motivational decline documented in the literature. A total of 472 Israeli seventh and eighth graders (in their first and second years of middle school) completed questionnaires at the beginning and end of the school year. Students reported their perceptions of their teachers’ (de)motivating styles (i.e., autonomy support, structure, control, and chaos), the extent to which their psychological needs were satisfied or frustrated, and their motivation to study. There was a significant decrease from the beginning to the end of the school year in 7(th)- and 8th-grade students’ perceptions of autonomy support and structure provided by their teachers, students' autonomous motivation, and their experienced need satisfaction. There was a significant increase from the beginning to the end of the school year in 7th and 8th graders’ perception of their teacher as chaotic and the students’ experience of need frustration, controlled motivation, and amotivation. A growth curve multilevel model (GCMLM) indicated that the perceived changes in teachers’ motivating and demotivating styles, together with the changes in the students' reported need-based experiences from the beginning to the end of the year, could account for these changes in students’ motivation. Teachers should develop and maintain a need-nurturing environment to prevent a drop in student motivation. |
format | Online Article Text |
id | pubmed-9546755 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-95467552022-10-11 Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences Cohen, Rinat Katz, Idit Aelterman, Nathalie Vansteenkiste, Maarten Eur J Psychol Educ Article Students’ adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on self-determination theory (SDT), we investigated whether changes in teachers’ motivating style and students’ associated need-based experiences could explain the motivational decline documented in the literature. A total of 472 Israeli seventh and eighth graders (in their first and second years of middle school) completed questionnaires at the beginning and end of the school year. Students reported their perceptions of their teachers’ (de)motivating styles (i.e., autonomy support, structure, control, and chaos), the extent to which their psychological needs were satisfied or frustrated, and their motivation to study. There was a significant decrease from the beginning to the end of the school year in 7(th)- and 8th-grade students’ perceptions of autonomy support and structure provided by their teachers, students' autonomous motivation, and their experienced need satisfaction. There was a significant increase from the beginning to the end of the school year in 7th and 8th graders’ perception of their teacher as chaotic and the students’ experience of need frustration, controlled motivation, and amotivation. A growth curve multilevel model (GCMLM) indicated that the perceived changes in teachers’ motivating and demotivating styles, together with the changes in the students' reported need-based experiences from the beginning to the end of the year, could account for these changes in students’ motivation. Teachers should develop and maintain a need-nurturing environment to prevent a drop in student motivation. Springer Netherlands 2022-10-08 /pmc/articles/PMC9546755/ http://dx.doi.org/10.1007/s10212-022-00635-8 Text en © Instituto Universitário de Ciências Psicológicas, Sociais e da Vida 2022, Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Article Cohen, Rinat Katz, Idit Aelterman, Nathalie Vansteenkiste, Maarten Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences |
title | Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences |
title_full | Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences |
title_fullStr | Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences |
title_full_unstemmed | Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences |
title_short | Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences |
title_sort | understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9546755/ http://dx.doi.org/10.1007/s10212-022-00635-8 |
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