Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study

Alonso Tapia, Jesús; Ruiz Díaz, Miguel Ángel; Huertas  Martínez, Juan Antonio

Publication:
Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study

dc.contributor.author	Alonso Tapia, Jesús
dc.contributor.author	Ruiz Díaz, Miguel Ángel
dc.contributor.author	Huertas Martínez, Juan Antonio
dc.date.accessioned	2019-12-03T08:43:22Z
dc.date.available	2019-12-03T08:43:22Z
dc.date.issued	2019-12-01
dc.description.abstract	La investigación sobre el clima motivacional en el aula (CMC) ha mostrado diferencias significativas entre las aulas en CMC. Sin embargo, no se sabe si el conocimiento motivacional de los docentes y las metas y expectativas relacionadas con sus alumnos contribuyen a tales diferencias y, en consecuencia, a los efectos de la CMC en los alumnos. Para responder a esta pregunta, un modelo multinivel de las relaciones entre a) el conocimiento y las características motivacionales de los profesores, b) las metas y expectativas de los estudiantes (SGE), c) la percepción de CMC, y d) la atribución de los estudiantes de la mejora motivacional percibida a los maestros (APMIT) se probó utilizando métodos de ecuaciones estructurales. Un total de 2.223 estudiantes de secundaria y preparatoria y sus 95 profesores participaron en el estudio.	es
dc.description.abstract	Research on classroom motivational climate (CMC) has shown significant differences between classrooms in CMC. However, it is not known whether teachers’ motivational knowledge, and goals and expectancies related to their students contribute to such differences, and consequently, on the effects of CMC on students. For answering this question, a multilevel model of the relationships among a) teachers’ knowledge and motivational characteristics, b) students’ goals and expectancies (SGE), c) perceived CMC, and d) students’ attribution of perceived motivational improvement to teachers (APMIT) was tested using structural equation methods. A total of 2.223 Secondary and High School students and their 95 teachers participated in the study. Results showed that teachers’ motivational quality (TMQ) has a significant indirect effect on differences between classrooms in CMC, and on the students’ attribution of perceived improvement in motivational variables to teachers, but also that teachers’ characteristics differ in their contribution to TMQ, and so, to CMC.	es
dc.format	application/pdf	es
dc.format.extent	12	es
dc.identifier.doi	https://doi.org/10.6018/analesps.336681
dc.identifier.issn	0212-9728
dc.identifier.issn	1695-2294
dc.identifier.uri	http://hdl.handle.net/10201/77202
dc.language	eng	es
dc.publisher	Universidad de Murcia	es
dc.relation.ispartofseries	Anales de psicología, V. 36, N. 1, 2020	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Clima motivacional en el aula	es
dc.subject	Conocimiento motivacional de los docentes	es
dc.subject	Metas de los docentes sobre los estudiantes	es
dc.subject	Expectativas de los docentes	es
dc.subject	Orientación motivacional de los estudiantes	es
dc.subject	Classroom motivational climate	es
dc.subject	Teachers’ motivational knowledge	es
dc.subject	Teachers’ goals on students	es
dc.subject	Teachers’ expectancies	es
dc.subject	Students’ goal-orientations	es
dc.subject.other	CDU::1 - Filosofía y psicología::159.9 - Psicología	es
dc.title	Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study	es
dc.title.alternative	Diferencias en el clima motivacional en el aula: causas, efectos e implicaciones para la formación docente. Un estudio multinivel	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es