Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?

IF 3.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Johannes Jud, Yves Karlen, Carmen Nadja Hirt
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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.

Abstract Image

将教师和学生的自我调节学习动机联系起来:是否存在信号,信号如何传递?
教师的积极性是一种核心专业能力,影响着他们的决策选择,如促进自我调节学习(SRL)。促进自律学习有助于学生自律学习的发展,并可能影响学生应用策略的动机。然而,教师促进自律学习的动机与学生运用策略的动机之间的联系还有待实证研究。在一项包括 167 名初中教师及其 2,785 名学生的多层次分析中,我们从班级和个人层面分析了教师的自我效能感和成就价值、教师和学生报告的 SRL 促进情况与学生的自我效能感、效用价值、成就价值和成本之间的直接和间接关系。此外,我们还调查了教师和学生报告的 SRL 促进作用,以发现间接关系。教师的自我效能感与教师报告的 SRL 促进相关,而学生报告的 SRL 促进与班级和学生层面的所有动机结果相关,但成本除外。此外,我们还发现,通过教师和学生感知到的 SRL 促进作用,教师的 SRL 促进自我效能感与学生的 SRL 价值观和自我效能感之间存在间接影响。在成本方面,没有发现教师和学生动机之间的直接影响,也没有发现显著的间接关系。关于信号是如何传递的,研究结果表明,包括学生对 SRL 促进的报告对于发现间接联系尤为重要。不过,今后的研究应采用纵向设计,并在 SRL 中纳入更细致的教师和学生动机测量,以更好地了解教师和学生之间的动机联系。
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来源期刊
CiteScore
6.20
自引率
15.20%
发文量
39
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.
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