Reciprocal relations between teacher engaging messages and student motivation

Revista de Psicodidáctica (English ed.) Pub Date : 2025-07-01 DOI:10.1016/j.psicoe.2025.500165

Jaime León , Fernando Núñez-Regueiro , Elisa Santana-Monagas

{"title":"Reciprocal relations between teacher engaging messages and student motivation","authors":"Jaime León , Fernando Núñez-Regueiro , Elisa Santana-Monagas","doi":"10.1016/j.psicoe.2025.500165","DOIUrl":null,"url":null,"abstract":"<div><div>Effective teaching practices are crucial for student success and the quality of education. One such practice that has recently gained attention is the use of engaging teacher messages, which have shown promising results. This study investigates the reciprocal relationship between teacher engaging messages and student motivation using a random intercept cross-lagged panel model. Participants were 1048 (<em>Mean age</em> = 16.33, <em>SD</em> = 1.25) high school students from 16 different secondary schools, 949 of whom participated in at least one measurement wave and were accounted for in the analyses participated in the study. Rooted in self-determination theory, the study found that messages highlighting the benefits of studying had a positive impact on changes in student motivation to learn, and that teacher engaging messages were not impacted by changes in student motivation. These findings suggest that effective teacher engaging messages, such as gain-framed autonomous messages, are partly independent from students’ motivation and can therefore be promoted to enhance student outcomes and the overall quality of education.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"30 2","pages":"Article 500165"},"PeriodicalIF":0.0000,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista de Psicodidáctica (English ed.)","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2530380525000024","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 0

Abstract

Effective teaching practices are crucial for student success and the quality of education. One such practice that has recently gained attention is the use of engaging teacher messages, which have shown promising results. This study investigates the reciprocal relationship between teacher engaging messages and student motivation using a random intercept cross-lagged panel model. Participants were 1048 (Mean age = 16.33, SD = 1.25) high school students from 16 different secondary schools, 949 of whom participated in at least one measurement wave and were accounted for in the analyses participated in the study. Rooted in self-determination theory, the study found that messages highlighting the benefits of studying had a positive impact on changes in student motivation to learn, and that teacher engaging messages were not impacted by changes in student motivation. These findings suggest that effective teacher engaging messages, such as gain-framed autonomous messages, are partly independent from students’ motivation and can therefore be promoted to enhance student outcomes and the overall quality of education.

查看原文本刊更多论文

教师参与信息与学生动机的相互关系

有效的教学实践对学生的成功和教育质量至关重要。最近受到关注的一种做法是使用吸引人的教师信息，这种做法已经显示出令人鼓舞的效果。本研究采用随机截距交叉滞后面板模型探讨教师参与信息与学生动机之间的相互关系。参与者为来自16所不同中学的1048名高中生（平均年龄 = 16.33,SD = 1.25），其中949名至少参与了一次测量波，并被纳入分析。基于自我决定理论，研究发现，强调学习的好处的信息对学生学习动机的变化有积极的影响，教师参与的信息不受学生动机变化的影响。这些发现表明，有效的教师参与信息，如收益框架自主信息，部分独立于学生的动机，因此可以促进提高学生的成绩和整体教育质量。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Revista de Psicodidáctica (English ed.)

自引率

0.00%

发文量