Motivation in the classroom
Reciprocal effects of teacher behavior and student engagement across the school year.
Bibliographic Data
| ID | 23322162 |
|---|---|
| Authors | Ellen A Skinner (0000-0002-1111-229X, Portland State University), Michael J Belmont |
| Year | 1993 |
| Volume | 85 |
| Issue | 4 |
| Pages | 571-581 |
| Publication date | 1993-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0022-0663.85.4.571 |
| OpenAlex | W2165027149 |
| Language | EN |
| Citations received | 576 |
| References cited | 14 |
On the basis of a new model of motivation, we examined the effects of 3 dimensions of teacher (n = 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3-5) behavioral and emotional engagement across a school year. Correlational and path analyses revealed that teacher involvement was central to children's experiences in the classroom and that teacher provision of both autonomy support and optimal structure predicted children's motivation across the school year. Reciprocal effects of student motivation on teacher behavior were also found. Students who showed higher initial behavioral engagement received subsequently more of all 3 teacher behaviors. These findings suggest that students who are behaviorally disengaged receive teacher responses that should further undermine their motivation. The importance of the student-teacher relationship, especially interpersonal involvement, in optimizing student motivation is highlighted. What are the factors that motivate children to learn? Educators and parents value motivation in school for its own sake as well as for its long-term contribution to children's learning and self-esteem. Highly motivated children are easy to identify: They are enthusiastic, interested, involved, and curious; they try hard and persist; and they actively cope with challenges and setbacks. These are the children who should stay in school longer, learn more, feel better about themselves, and continue their education after high school. Recent research has borne this out (Ames & Ames, 1984, 1985; Pintrich, 1991; Stipek, 1988). Although motivated students are easy to recognize, they are difficult to find. Research shows that across the preschool to high school years, children's intrinsic motivation decreases and they feel increasingly alienated from learning (Harter, 1981). Why is it so difficult to optimize student motivation? Decades of psychological and educational research
Developmental psychology · Mathematics education · Pedagogy · Reciprocal · Student engagement · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Parental Involvement in Education · Psychology · Social Psychology
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| Unique citing works | 576 |
|---|---|
| Citations per year | 17,45 |
| Citation span | 1993 - 2026 (34) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 515 |