Abstract
This study investigated the relationships between teachers' self-reported classroom goal structures, instructional self-perceptions, teaching efficacy, and perceptions of students' motivation in a developing East Asian nation. This study's participants were 404 teachers, across subject areas, in 14 high schools in an East Asian nation. Similar studies have been conducted in western nations, but these cannot be generalised to the East Asian cultural context without direct research. The following teacher perceptions correlated strongly with perceptions of student motivation: learning goal orientations; student ability; instrumentality of instruction; and high teaching self-efficacy. Among these related factors, learning goals and ability emerged as the strongest predictors of perceived student motivation. Teachers interviewed reported that their students' motivation is primarily extrinsic and performance-oriented, influenced by external factors, predominantly exam pressure and social expectations. These findings have important implications for teacher education and practice, and for school policy and educational reform.
| Original language | English |
|---|---|
| Pages (from-to) | 199-221 |
| Number of pages | 23 |
| Journal | Asia-Pacific Journal of Teacher Education |
| Volume | 34 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2006 Dec 1 |
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All Science Journal Classification (ASJC) codes
- Education
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High school teachers' motivational perceptions and strategies in an East Asian nation. / Hardré, Patricia L.; Huang, Su Hua; Chen, Ching-Huei; Chiang, Chen Ting; Jen, Fen Lan; Warden, Leslie.
In: Asia-Pacific Journal of Teacher Education, Vol. 34, No. 2, 01.12.2006, p. 199-221.Research output: Contribution to journal › Article
TY - JOUR
T1 - High school teachers' motivational perceptions and strategies in an East Asian nation
AU - Hardré, Patricia L.
AU - Huang, Su Hua
AU - Chen, Ching-Huei
AU - Chiang, Chen Ting
AU - Jen, Fen Lan
AU - Warden, Leslie
PY - 2006/12/1
Y1 - 2006/12/1
N2 - This study investigated the relationships between teachers' self-reported classroom goal structures, instructional self-perceptions, teaching efficacy, and perceptions of students' motivation in a developing East Asian nation. This study's participants were 404 teachers, across subject areas, in 14 high schools in an East Asian nation. Similar studies have been conducted in western nations, but these cannot be generalised to the East Asian cultural context without direct research. The following teacher perceptions correlated strongly with perceptions of student motivation: learning goal orientations; student ability; instrumentality of instruction; and high teaching self-efficacy. Among these related factors, learning goals and ability emerged as the strongest predictors of perceived student motivation. Teachers interviewed reported that their students' motivation is primarily extrinsic and performance-oriented, influenced by external factors, predominantly exam pressure and social expectations. These findings have important implications for teacher education and practice, and for school policy and educational reform.
AB - This study investigated the relationships between teachers' self-reported classroom goal structures, instructional self-perceptions, teaching efficacy, and perceptions of students' motivation in a developing East Asian nation. This study's participants were 404 teachers, across subject areas, in 14 high schools in an East Asian nation. Similar studies have been conducted in western nations, but these cannot be generalised to the East Asian cultural context without direct research. The following teacher perceptions correlated strongly with perceptions of student motivation: learning goal orientations; student ability; instrumentality of instruction; and high teaching self-efficacy. Among these related factors, learning goals and ability emerged as the strongest predictors of perceived student motivation. Teachers interviewed reported that their students' motivation is primarily extrinsic and performance-oriented, influenced by external factors, predominantly exam pressure and social expectations. These findings have important implications for teacher education and practice, and for school policy and educational reform.
UR - http://www.scopus.com/inward/record.url?scp=42149087298&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=42149087298&partnerID=8YFLogxK
U2 - 10.1080/13598660600720587
DO - 10.1080/13598660600720587
M3 - Article
AN - SCOPUS:42149087298
VL - 34
SP - 199
EP - 221
JO - Asia-Pacific Journal of Teacher Education
JF - Asia-Pacific Journal of Teacher Education
SN - 1359-866X
IS - 2
ER -