{"title":"Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?","authors":"Johannes Jud, Yves Karlen, Carmen Nadja Hirt","doi":"10.1007/s11409-024-09393-y","DOIUrl":null,"url":null,"abstract":"<p>Teachers’ motivation is a core professional competence that influences their choices in their decision-making, such as promoting self-regulated learning (SRL). Promoting SRL supports students’ SRL development and might affect students’ motivation to apply strategies. However, the link between teachers’ motivation to promote SRL and students’ motivation to apply strategies has yet to be empirically investigated. In a multilevel analysis that included 167 lower secondary teachers and their 2,785 students, we analysed the direct and indirect relationships between teachers’ self-efficacy and attainment value, the teacher- and student-reported SRL promotion and students’ self-efficacy, utility value, attainment value and cost at the class and individual level. Additionally, we investigated the contribution of teacher- and student-reported SRL promotion to find indirect relations. Teachers’ self-efficacy was related to teacher-reported SRL promotion, and student-reported SRL promotion was associated with all motivational outcomes at the class and student level except for cost. Further, we found indirect effects between teachers’ self-efficacy for SRL promotion and students’ values and self-efficacy for SRL via teachers- and students-perceived SRL promotion. No direct effects between teacher and student motivation could be found, and no significant indirect relationships were found for the cost aspect. Regarding how the signal is transmitted, the results show that including student reports of SRL promotion is especially crucial to finding indirect links. However, future studies should employ longitudinal designs and incorporate more nuanced teacher and student motivation measures in SRL to better understand the motivational links between teachers and students.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":null,"pages":null},"PeriodicalIF":3.9000,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Metacognition and Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11409-024-09393-y","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Teachers’ motivation is a core professional competence that influences their choices in their decision-making, such as promoting self-regulated learning (SRL). Promoting SRL supports students’ SRL development and might affect students’ motivation to apply strategies. However, the link between teachers’ motivation to promote SRL and students’ motivation to apply strategies has yet to be empirically investigated. In a multilevel analysis that included 167 lower secondary teachers and their 2,785 students, we analysed the direct and indirect relationships between teachers’ self-efficacy and attainment value, the teacher- and student-reported SRL promotion and students’ self-efficacy, utility value, attainment value and cost at the class and individual level. Additionally, we investigated the contribution of teacher- and student-reported SRL promotion to find indirect relations. Teachers’ self-efficacy was related to teacher-reported SRL promotion, and student-reported SRL promotion was associated with all motivational outcomes at the class and student level except for cost. Further, we found indirect effects between teachers’ self-efficacy for SRL promotion and students’ values and self-efficacy for SRL via teachers- and students-perceived SRL promotion. No direct effects between teacher and student motivation could be found, and no significant indirect relationships were found for the cost aspect. Regarding how the signal is transmitted, the results show that including student reports of SRL promotion is especially crucial to finding indirect links. However, future studies should employ longitudinal designs and incorporate more nuanced teacher and student motivation measures in SRL to better understand the motivational links between teachers and students.
期刊介绍:
The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills.
Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed.
Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices.
One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.