東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Development of Teacher Beliefs A...

Dyke, Benjamin Jon.

Linked to FindBook

Google Book

Amazon

博客來

The Development of Teacher Beliefs About Student Motivation Among Foreign Language Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Development of Teacher Beliefs About Student Motivation Among Foreign Language Teachers./
Author:	Dyke, Benjamin Jon.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	154 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
Subject:	Educational psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27743466
ISBN:	9798678188717

The Development of Teacher Beliefs About Student Motivation Among Foreign Language Teachers.
Dyke, Benjamin Jon.

The Development of Teacher Beliefs About Student Motivation Among Foreign Language Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 154 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (Ed.D.)--Shenandoah University, 2019.

This item must not be sold to any third party vendors.

Motivation is critical for learning in all classrooms, including the foreign language classroom. Teachers' beliefs about their students' motivation influence their classroom practices, which, in turn, affect student motivation. An understanding of how teacher beliefs about motivation develop is vital so that teacher educators can better train future and current teachers to maximize student motivation and learning.Research indicates that preservice teachers believe that their future students will be motivated in the same way as they were, an effect called carry-over. This study aimed to investigate whether carry-over is present among in-service teachers, or their years of teaching experience erode the carry-over effect. The researcher measured how high school foreign language teachers believe they were motivated when they were students (retrospective teacher motivation) and how they believe their current students are motivated (perceived student motivation). Motivation was measured using a modified version of the academic motivation scale (Vallerand et al., 1992), which groups motives into categories based on self-determination theory. Through multiple regression analyses it was examined whether years of teaching experience and retrospective teacher motivation predicted perceived student motivation. A subsequent qualitative phase employed interviews to explore the quantitative results.Results of the multiple regression analyses indicated that only perceived student introjected regulation was significantly predicted by years of experience and retrospective teacher self-determination. The only significant predictor was retrospective teacher introjected regulation. The subsequent qualitative phase revealed that participants believed that their students are living in such a different world that students' motives are inevitably different from teachers' retrospective motives. Rather than a carry-over effect, retrospective teacher motives served as a contrast to perceived student motives.Further quantitative exploration revealed that German and Latin teachers reported significantly higher intrinsic motivation and introjected regulation among their students than Spanish teachers. Teachers' retrospective motives were significantly different (higher intrinsic motivation and lower identified and external regulation) than perceived student motives. Finally, categories of self-determination did not correlate among each other as predicted by self-determination theory, casting doubt on the accuracy of identified and introjected sub-scale measurements.

ISBN: 9798678188717Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Belief development

The Development of Teacher Beliefs About Student Motivation Among Foreign Language Teachers.
LDR:03708nmm a2200349 4500 001 2279527
005 20210823080237.5
008 220723s2019 ||||||||||||||||| ||eng d
020 $a 9798678188717
035 $a (MiAaPQ)AAI27743466
035 $a AAI27743466
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dyke, Benjamin Jon. $3 3557985
245 1 4 $a The Development of Teacher Beliefs About Student Motivation Among Foreign Language Teachers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 154 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
500 $a Advisor: Daniel, Sarah R.
502 $a Thesis (Ed.D.)--Shenandoah University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Motivation is critical for learning in all classrooms, including the foreign language classroom. Teachers' beliefs about their students' motivation influence their classroom practices, which, in turn, affect student motivation. An understanding of how teacher beliefs about motivation develop is vital so that teacher educators can better train future and current teachers to maximize student motivation and learning.Research indicates that preservice teachers believe that their future students will be motivated in the same way as they were, an effect called carry-over. This study aimed to investigate whether carry-over is present among in-service teachers, or their years of teaching experience erode the carry-over effect. The researcher measured how high school foreign language teachers believe they were motivated when they were students (retrospective teacher motivation) and how they believe their current students are motivated (perceived student motivation). Motivation was measured using a modified version of the academic motivation scale (Vallerand et al., 1992), which groups motives into categories based on self-determination theory. Through multiple regression analyses it was examined whether years of teaching experience and retrospective teacher motivation predicted perceived student motivation. A subsequent qualitative phase employed interviews to explore the quantitative results.Results of the multiple regression analyses indicated that only perceived student introjected regulation was significantly predicted by years of experience and retrospective teacher self-determination. The only significant predictor was retrospective teacher introjected regulation. The subsequent qualitative phase revealed that participants believed that their students are living in such a different world that students' motives are inevitably different from teachers' retrospective motives. Rather than a carry-over effect, retrospective teacher motives served as a contrast to perceived student motives.Further quantitative exploration revealed that German and Latin teachers reported significantly higher intrinsic motivation and introjected regulation among their students than Spanish teachers. Teachers' retrospective motives were significantly different (higher intrinsic motivation and lower identified and external regulation) than perceived student motives. Finally, categories of self-determination did not correlate among each other as predicted by self-determination theory, casting doubt on the accuracy of identified and introjected sub-scale measurements.
590 $a School code: 1330.
650 4 $a Educational psychology. $3 517650
650 4 $a Educational sociology. $3 519608
650 4 $a Bilingual education. $3 2122778
653 $a Belief development
653 $a Language learning
653 $a Teacher beliefs
690 $a 0525
690 $a 0340
690 $a 0282
710 2 $a Shenandoah University. $b Department of Leadership Studies. $3 3179028
773 0 $t Dissertations Abstracts International $g 82-05A.
790 $a 1330
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27743466