Linking teacher self-efficacy and responsibility with teachers' self-reported and student-reported motivating styles and student engagement. (December 2021)

• Record Type: Journal Article
• Authors: Lauermann, Fani; Berger, Jean-Louis
• Is Part Of: Learning and instruction. Volume 76(2021)
• Publication Date: 2021-12
• Subjects: Teacher self-efficacy -- Teacher responsibility -- Motivating styles -- Autonomy support -- Controlling teaching -- Student engagement -- Student motivation; Learning -- Periodicals; Teaching -- Periodicals; Apprentissage -- Périodiques; Enseignement -- Périodiques; Learning; Teaching; Periodicals; Electronic journals; 370.1
• DOI: 10.1016/j.learninstruc.2020.101441
• Languages: English
• ISSNs: 0959-4752

Abstract

Abstract: Teachers' motivational beliefs—i.e., teachers' self-efficacy and felt responsibility for educational outcomes—can shape their professional decision-making and approaches to teaching. However, theorized associations with student outcomes remain elusive. In a multi-level analysis with 96 Swiss vocational teachers and their 1300 students, we examined the interrelations between teachers' self-efficacy, responsibility, teacher- and student-reported autonomy-supportive versus psychologically controlling teaching, and student motivation (emotional, behavioral, and cognitive engagement). Teachers' motivational beliefs predicted their endorsement of autonomy-supportive teaching, which in turn predicted student-reported autonomy support. Student-reported autonomy support was a powerful predictor of student engagement. Teachers' motivational beliefs did not predict student-reported instructional practices and engagement directly, and indirect effects via teacher- and student-reported autonomy support were small. Teacher- and student-reported controlling practices were not significantly correlated. The degree of (mis)alignment of teacher- and student-reported instructional practices is a key ingredient in understanding the often missing link between teacher motivation and student outcomes. Highlights: Teacher efficacy and responsibility predicted teacher-reported autonomy support. Large between-teacher differences in student-reported teaching practices emerged. Teacher and student reports of autonomy support were positively correlated. Student-reported autonomy support strongly positively predicted student engagement. Teacher efficacy and responsibility did not predict student reports directly.