考试前教师的激励信息：与内在动机、参与度和学习成绩的关系

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-08-31 DOI:10.1016/j.tate.2024.104750

Maryam Alqassab , Jaime León

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引用次数: 0

摘要

这项混合方法研究探讨了教师在考试前的激励信息及其对学生内在动力、参与度和学习成绩的影响。西班牙的高中生（419 人）填写了关于学习动机和参与度的问卷，并描述了教师的激励信息。报告最多的是鼓励努力和能力的信息，其次是安慰性信息。序列中介显示，通过内在动机和参与度，安慰性信息与学习成绩之间存在正向联系，而缺乏信息则会产生负向影响。没有发现性别的调节作用。这些发现强调了考试期间安抚信息的重要性。

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Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance

This mixed-method study explored teachers' motivational messages before exams and their impact on students' intrinsic motivation, engagement, and academic performance. High school students in Spain (N = 419) completed questionnaires on motivation and engagement and described teachers’ motivational messages. Messages encouraging effort and capability were the most reported, followed by reassuring messages. Serial mediations showed a positive link between reassuring messages and academic performance via intrinsic motivation and engagement, while lack of messages had a negative effect. No moderation effect of gender was found. These findings underscore the importance of reassuring messages during exam periods.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.