Relevant bibliographies by topics / Teacher motivational behaviour

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher motivational behaviour'

Author: Grafiati
Published: 28 February 2023

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Journal articles on the topic "Teacher motivational behaviour"

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Pisoňová, Mária. "Implementation of motivational strategies between head teachers and foreign language teachers." Journal of Language and Cultural Education 5, no. 1 (January 1, 2017): 127–44. http://dx.doi.org/10.1515/jolace-2017-0008.

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Abstract There is no doubt these days that knowledge of different forms of motivation and its implementation in the work environment is a prerequisite for improving the quality of work results and subsequent achievement of organizational goals. Every head teacher meets this phenomenon. A lack of motivation is behind a number of unfulfilled tasks, unwillingness to look for efficient work practices, absence, disloyalty to their own society, refusing overtime, not accepting necessary changes, ignoring requests for assistance, and more. It is not easy to find a way to solve these problems. However, theory and practice go hand in hand and together it creates the perfect symbiosis which looks at the ailments mentioned and gradually finds answers. Where to start in order to be successful in this quest? We should first recognize the meaning and importance of motivation in the work process. The role of the head teacher is to know teachers to have a positive impact on their behaviour and entrust them with such tasks corresponding to their knowledge and skills. Work motivation is focused on carrying out a work obligation and should lead to the required working behaviour. Motivation to work is also connected to the work environment and climate in which teachers work. In general, we can say that teachers’ satisfaction at work determines their personal relationships outside the workplace as well. For this reason, we decided to handle the theme on the specifics of the process of motivation occurring in the relationship between head teachers and foreign language teachers. The aim of this paper is to analyze the issues of the specifics of the process of motivation in the relationship between head teachers and foreign language teachers.
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Kanwel, Ayesha, Muhammad Hasan Rehman, Muhammad Shahbaz, Rana Muhammad Amir, and Hafiz Ali Raza. "An analysis of Teachers’ Behaviour for the Academic Performance of School Students in Faisalabad, Pakistan." Journal of Social Sciences Advancement 2, no. 3 (September 30, 2021): 79–84. http://dx.doi.org/10.52223/jssa21-020302-18.

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Instructors’ attitudes can help or hurt student enthusiasm, achievement, and well-being. Recent studies found that negative instructor attitudes can prejudice academic achievement and escalation students' psychological syndromes and physical indications of stress. Instructors who use degradation or sarcasm can leave a child feeling demeaned. Discipline by fear and intimidation can harm the student's future achievement. Teachers who are strict in their display of authority or indifferent toward their students or lessons can leave a lingering feeling of negativity. Teachers facilitate the students for improving their performance and always are available to solve their glitches and give courage to the students for innovative thinking. But teaching occupation is seen as poorly managed in recent situations. The main focused area is to recognize students’ difficulties concerning learning. For this purpose, well-trained teachers are required to guide the students. The study's primary objective was to analyse teachers’ behavior for the academic performance of school students in Tehsil Faisalabad, Pakistan. The study population was all the teachers and students of Govt. sector schools, of Tehsil Faisalabad (From Pakistan). The study was conducted at the Institute of Agri. Extension, Education and Rural Development, University of Agriculture, Faisalabad, Punjab, Pakistan. From (88) total number of schools, six schools (3 schools from urban and 3 schools from rural areas) were selected on a random basis 5 students were selected from 6th standard, 5 from 7th standard, 5 from 8th standard) making a sample of 90 students. Three teachers were selected from the selected standards (1 from 6th standard, 1 from 7th standard, 1 from 8th standard). The selected teachers’ samples were eighteen. Two questionnaires were used with a five-point rating scale to collect the views of school teachers and students about the teachers’ behavior regarding the students' academic achievement. The researcher personally visited schools and collected views regarding the behavior of teachers on the academic achievements of students. Quantitative data were analyzed through SPSS. The result also demonstrates that teachers’ behavior directly affects students' academic performance. The analysis of data showed a significant association between teachers’ behavior and students’ academic achievements. It was recommended that teachers behave positively with students and show professionalism so their students will pay attention to their study through such kind of motivation. Most of the students were agreed that they are appreciated by their teacher (a weighted score of 25.00). Most of the students were agreed that communication between teacher and student helps the teacher to understand students' feelings with a weighted score of 31.00. Most of the students were agreed that the students consider their teacher as a role model with a weighted score of 36.00. The study's major conclusions were that teachers felt honoured to be teachers, adjusted themselves with the predominant situation and environments, and used different motivational teaching techniques. Students were found to be pleased with the positive behaviour of their teachers. The relationship between the teachers’ behaviour and corresponding academic success (marks) revealed a highly positive significant correlation.
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Zulfiqar Ali, Farzana Masroor, and Tariq Khan. "Exploring Difference in Gender Perceptions Towards Teacher's Motivational Behaviour in English Language Classroom." Journal of Business and Social Review in Emerging Economies 6, no. 1 (March 31, 2020): 331–38. http://dx.doi.org/10.26710/jbsee.v6i1.1068.

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The role of a teacher is crucial for language learning specifically in English language classrooms. An important variable in this regard is the gender of students. This study investigates the impact of gender on language learning motivations of students studying at the undergraduate level in the City University of Science and IT and Institute of Management Sciences, Peshawar. Questionnaire data were collected from 175 students. The variables of the study include gender and its relationship with language attitudes and motivation. The results revealed that there exists the relationship between gender differences in variables under consideration. Female students had more expectations as compared to their male fellows. The study has useful pedagogical implications.
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Simón, Cecilia, and Jesús Alonso-Tapia. "Positive Classroom Management: Effects of Disruption Management Climate on Behaviour and Satisfaction with Teacher // Clima positivo de gestión del aula: efectos del clima de gestión de la disrupción en el comportamiento y en la satisfacción con el profesorado." Revista de Psicodidactica / Journal of Psychodidactics 21, no. 1 (November 18, 2015): 65–86. http://dx.doi.org/10.1387/revpsicodidact.13202.

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This study analyse the role of disruption management strategies and its effects, in interaction with the classroom motivational climate (CMC), on the decrease of disruptive behaviour and on the perception of teaching quality. For this purpose, the Disruption Management Climate Questionnaire (DMCQ) was developed. A total of 827 Secondary-School students formed the sample. To validate the DMCQ, confirmatory factor and regression analyses were realised. Children’s attribution to teacher’s coping strategies of decrease in disruptive behaviour, and of perceived change in satisfaction with teacher’s work as an index of teaching quality, were used as external criteria. Results support hypotheses related to DMCQ structure, and to its role as predictor of the degree of disruption decrease, but not the hypothesis related to satisfaction with teachers’ work, that depends mainly on CMC. These results underlie the importance of acting on DMCQ and CMC components to favour the teacher practices.
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Moisescu, Petronel-Cristian. "Physical Education In Rural Areas, Teacher-Student Differential Perception." GYMNASIUM XIX, no. 1 (Supplement) (July 5, 2019): 73. http://dx.doi.org/10.29081/gsjesh.2018.19.1s.07.

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The every day experience of students at school, outside their school environment, in their family, in internal relationships between their family and social groups, the concerns and interests of these groups, the information received by air, audiovisual means, television, media, the consumption of culture and intercultural relations are critical for the personality, emotional, motivational development of the new student. The rural student, by the acquisition of a multitude of information, knowledge, mindsets from the rural environment, develops certain skills according to the interests of a child living in this environment, skills that lead to changes in the "countryside"child-specific behaviour. Is the rural teacher prepared to cope with the blend of information that the countryside student is bombarded with? Does he accept, and if so, how does the rural student accept the lack of minimal supplies of teaching materials?
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Mašková, Ivana, Jutta Mägdefrau, and Alena Nohavová. "Work-related coping behaviour and experience patterns, career choice motivation, and motivational regulation of first-year teacher education students – Evidence from Germany and the Czech Republic." Teaching and Teacher Education 109 (January 2022): 103560. http://dx.doi.org/10.1016/j.tate.2021.103560.

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Gorohova, Irina, Mihail Filippov, and Mariya Erofeeva. "The main theoretical approaches to psychological counseling of children in residential care." Applied psychology and pedagogy 6, no. 3 (July 1, 2021): 82–91. http://dx.doi.org/10.12737/2500-0543-2021-6-3-82-91.

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The article considers one of the important directions of the practical psychologist-teacher in residential institutions - psychological counseling, the problem of psychological counseling of boarding school students, specific features of counseling by a teacher-psychologist, features of the consultant's interaction with boarding school students, the content of the motivational and need-based sphere of students at all stages of their stay in this institution: during the period of adaptation of students, correction, and training, as well as during their preparation for new living conditions and practical life after graduation, a teenager, getting into the new environment of a residential institution, it faces a lot of complex problems, it has questions about almost all vital situations: family and household, material, interpersonal, labor, legal, and so on. In the case of solving any problem situations, the level of anxiety increases in the pupils, on the basis of which neurotic states can develop, psychological overstrain, which manifests itself in numerous conflicts. To prevent them objectively and to resolve any contradictions in each residential institution psychologists-teachers must be organized counseling on topical issues of activity, relations and communication between pupils, special attention in the process of psychological counseling is given to the subject of "works" adviser: behaviour, feelings and experiences of pupils, and lists in detail the difficulties and errors made by the educational psychologist in the process of psychological counseling.
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Komorowska, Hanna. "LANGUAGES AND THE SELF." Neofilolog, no. 52/1 (April 25, 2019): 15–28. http://dx.doi.org/10.14746/n.2019.52.1.3.

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The article looks into the meaning of concepts of L2 Self, L2 Ideal self and L2 Motivational Self Systems from the point of view of their usefulness for SLA/FLT research. Psychological and sociological terminology related to the Self, Identity, Storied Self, Social Identity and Ethnicity is then discussed as well as various types of the Self useful in the analysis of attitudes to first, second and foreign languages. Examples of linguistic decisions are offered that lead to language maintenance, language loss or changes of the dominant language. Linguistic behaviour is traced back to possible ways of presenting the Self as well as to different approaches to ethnicity, integration and assimilation. Conclusions and implications for classroom language learning and teacher education are also presented.
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Regmi, Rabin, and Balak Devkota. "Factors Affecting Biology Lesson Motivation in Secondary School Students." Educator Journal 10, no. 1 (July 27, 2022): 135–46. http://dx.doi.org/10.3126/tej.v10i1.46736.

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Motivation is a theoretical construct used to explain the initiations, direction, intensity, persistence and quantity of behaviour. It is an important determinant of learning and its outcomes, as expressed in academic performances. The proper study of motivational factors is a prerequisite for students’ effective motivation toward learning. So, a teacher should accept the effect of motivation in the instructional process and should keep knowledge of factors influencing motivation during the learning process. Hence, this study evaluates the factors affecting biology lesson motivation in secondary level students under quantitative research design. The sample of the study was randomly selected 200 students (51.5% girls and 48.5% boys) from grades nine and ten from five government-managed secondary schools. The research data was collected using a questionnaire developed by Glynn and Koballa (2006) as a science lesson motivation questionnaire and adapted by Ekici (2009) as a biology lesson motivation questionnaire. The data were analyzed by applying quantitative procedures using Statistical Program for the Social Sciences. The result generally indicates that students feel biology is an interesting subject with practical value relevant to their lives. Though the students were not confident on their Biology tests and were not receiving grade motivation, they were not greatly worried about the biology tests. Self-determination is the major motivating factor with the highest mean score of 4.170, followed by career motivation (3.890), intrinsic motivation, and personal relevance. Grade motivation has least role in Biology lesson motivation. Moreover, there is a significant correlation (r= 0.592) of intrinsic motivation and personal relevance with self-efficacy and assessment anxiety. There is low correlation between Self-efficacy and assessment anxiety and Self-determination but is significant.
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Samara, Muthanna, Bruna Da Silva Nascimento, Aiman El-Asam, Sara Hammuda, and Nabil Khattab. "How Can Bullying Victimisation Lead to Lower Academic Achievement? A Systematic Review and Meta-Analysis of the Mediating Role of Cognitive-Motivational Factors." International Journal of Environmental Research and Public Health 18, no. 5 (February 24, 2021): 2209. http://dx.doi.org/10.3390/ijerph18052209.

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Bullying involvement may have an adverse effect on children’s educational outcomes, particularly academic achievement. However, the underlying mechanisms and factors behind this association are not well-understood. Previous meta-analyses have not investigated mediation factors between bullying and academic achievement. This meta-analysis examines the mediation effect of cognitive-motivational factors on the relationship between peer victimization and academic achievement. A systematic search was performed using specific search terms and search engines to identify relevant studies that were selected according to specific criteria resulting in 11 studies encompassing a sample total of 257,247 children (10 years and younger) and adolescents (11 years and older) (48–59% female). Some studies were longitudinal and some cross sectional and the assessment for each factor was performed by various methods (self, peer, teacher, school and mixed reports). Children involved in bullying behaviour were less likely to be academically engaged (k = 4) (OR = 0.571, 95% CI [0.43, 0.77], p = 0.000), to be less motivated (k = 7) (OR = 0.82, 95% CI [0.69, 0.97], p = 0.021), to have lower self-esteem (k = 1) (OR = 0.12, 95% CI [0.07, 0.20], p = 0.000) and lower academic achievement (k = 14) (OR = 0.62, 95% CI [0.49, 0.79], p = 0.000). Bullying involvement was also significantly related to overall cognitive-motivational factors (k = 17, OR = 0.67, 95% CI [0.59, 0.76], p = 0.000). Cognitive-motivational factors, taken together, mediated the association between bullying victimisation and academic achievement (k = 8, OR = 0.74, 95% CI (0.72, 0.77), p = 0.000). Bullying victimisation was negatively related to cognitive-motivational factors, which, in turn, was associated with poorer academic achievement. These findings were moderated by the design of the studies, assessment methods for the bullying reports, mediators and outcomes, country, age of children in the sample and/or types of bullying. The findings are of relevance for practitioners, parents, and schools, and can be used to guide bullying interventions. Interventions should focus on improving internal and external motivational factors including components of positive reinforcement, encouragement, and programs for enhancing academic engagement and achievement amongst children and adolescents.
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Dissertations / Theses on the topic "Teacher motivational behaviour"

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Ahmadi, Asghar. "Use of automated coding methods to assess motivational behaviour in education." Phd thesis, Australian Catholic University, 2022. https://acuresearchbank.acu.edu.au/download/1e7e4b9795c29cb9803903305dfb4b5d328c7f44d4f2f8434867e975d18e6a77/8010556/Ahmadi_2022_Use_of_automated_coding_methods_to.pdf.

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Teachers’ motivational behaviour is related to important student outcomes. Assessing teachers’ motivational behaviour has been helpful to improve teaching quality and enhance student outcomes. However, researchers in educational psychology have relied on self-report or observer ratings. These methods face limitations on accurately and reliably assessing teachers’ motivational behaviour; thus restricting the pace and scale of conducting research. One potential method to overcome these restrictions is automated coding methods. These methods are capable of analysing behaviour at a large scale with less time and at low costs. In this thesis, I conducted three studies to examine the applications of an automated coding method to assess teacher motivational behaviours. First, I systematically reviewed the applications of automated coding methods used to analyse helping professionals’ interpersonal interactions using their verbal behaviour. The findings showed that automated coding methods were used in psychotherapy to predict the codes of a well-developed behavioural coding measure, in medical settings to predict conversation patterns or topics, and in education to predict simple concepts, such as the number of open/closed questions or class activity type (e.g., group work or teacher lecturing). In certain circumstances, these models achieved near human level performance. However, few studies adhered to best-practice machine learning guidelines. Second, I developed a dictionary of teachers’ motivational phrases and used it to automatically assess teachers’ motivating and de-motivating behaviours. Results showed that the dictionary ratings of teacher need support achieved a strong correlation with observer ratings of need support (rfull dictionary = .73). Third, I developed a classification of teachers’ motivational behaviour that would enable more advanced automated coding of teacher behaviours at each utterance level. In this study, I created a classification that includes 57 teacher motivating and de-motivating behaviours that are consistent with self-determination theory. Automatically assessing teachers’ motivational behaviour with automatic coding methods can provide accurate, fast pace, and large scale analysis of teacher motivational behaviour. This could allow for immediate feedback and also development of theoretical frameworks. The findings in this thesis can lead to the improvement of student motivation and other consequent student outcomes.
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Torres, Núñez Pablo Enrique. "The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275666.

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The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.
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Flitcroft, Deborah. "Impact of teachers' behaviours on student motivation and exam performance." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/impact-of-teachers-behaviours-on-student-motivation-and-exam-performance(e54d6885-e78a-43ee-aaf7-89050a153daf).html.

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Student motivation is a significant concept as school teachers need to be able to mobilise students to work towards success in examinations. This thesis investigated the impact of teachers' behaviours on students' motivation and examination performance and how these behaviours could be adapted to suit the needs of students. A systematic review of the literature examined how secondary school teachers use motivational strategies in respect of student academic assessment, performance and attainment. Six studies were included in the review and showed both the positive and negative impacts of teacher behaviour on students' academic performance. The review highlighted a need for further research on teachers' knowledge of the impact of their behaviours on student motivation. An empirical study was completed which engaged high school teachers as participants, affording the opportunity to reflect on their current practice from feedback from their students. The research progressed through 3 phases: focus group of six teachers teaching high stakes examination programmes to students age 14-16 (English GCSEs); 10 interviews with students selected from each teacher's classes; and a second focus group re-convening the teachers. The research found a link between what students perceived to be motivational and the changes that teachers were able to envisage for future practice, indicating that teachers were able to learn from their students. The implications for educational psychologist practice and future research are discussed. Finally, the thesis concludes with a reflection of the dissemination of the above pieces of research. Dissemination focussed on offering the findings to schools and using methods of consultation and collaboration to integrate findings in to school practice.
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Wanzung, Karen Lynn. "An investigation of the effects of teachers' sense of efficacy on teacher motivation for predicting student participation: Do teacher behaviors mediate this relationship?" CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1834.

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This study tested the hypothesis that the combination of teachers' sense of efficacy, and teacher motivation predicts student participatory behavior, and that teacher behaviors mediate this relationship. This study consists of two parts: surveying community college instructors and observing instructors' lectures and student participation.
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Reid, Catherine. "Teacher interpersonal behaviour: Its influence on student motivation, self-efficacy and attitude towards science." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/1486.

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The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.
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Reid, Catherine. "Teacher interpersonal behaviour: Its influence on student motivation, self-efficacy and attitude towards science." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17524.

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The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.
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Smart, Julie Brockman. "Teacher-student interactions and domain-specific motivation the relationship between students' perceptions of teacher interpersonal behavior and motivation in middle school science /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252937632/.

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Reid, Catherine Anne. "Teacher interpersonal behaviour : its influence on student motivation, self efficacy and attitude towards science." Full text available, 2007. http://adt.curtin.edu.au/theses/available/adt-WCU20071218.155237.

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Hunter, Theresa Evans. "Teacher Perspectives on Increasing Fourth-Grade Reading Behaviors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2263.

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Elementary students in the United States are expected to read proficiently in order to be successful on high-stakes assessments. Researchers have found that many elementary students lack the motivation to become frequent readers. The purpose of this qualitative case study was to explore the reading motivational techniques used at a local district to encourage elementary students to become frequent readers. Framed by Skinner's operant conditioning theory and the focus on motivators and their effects on learning outcomes, the research questions explored teachers' perceptions of the motivators that increase student reading in the elementary grades. Data for the study were collected through individual interviews with a sample of 6 teachers who volunteered from the district's elementary schools. Open coding of the transcribed interview data and thematic analysis revealed 5 overarching themes: difficulties and challenges, preexisting perceptions, perceived effectiveness of used incentives/motivators, applicability to other grade levels, and factors critical to support reading development. The findings revealed certain recommended strategies such as free choice reading, increased parental involvement, and grade enhancement that may support intrinsic motivation compared to external motivation, which may be better supported through more immediate rewards. This study has the potential to promote social change by providing educators and other stakeholders at the local site with research findings on effective techniques to motivate elementary students to read more frequently.
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Olin, Bradley David. "The impact of mentoring and co-teaching on the motivation of experienced teachers." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124780.

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When researchers and policy makers look toward teacher issues, the focus is typically on novice teachers who are at considerable risk of leaving the profession prematurely. Without dismissing the importance of these teachers, a crucial population of educators is often overlooked: the experienced teacher. These teachers face many of the same challenges as beginning teachers, and must do so over a long and relatively flat career trajectory. As the state of California looks to recruit a new generation of teachers to meet the demands of a growing population, it would be wise to also look for ways to keep experienced teachers engaged, fresh, and motivated. Research has shown that mentoring and other professional development opportunities can help as a means of giving back to the teaching profession. Thus, policymakers and education leaders have an opportunity to utilize existing teacher training program infrastructure to address multiple challenges with singular programmatic solutions.

The purpose of this cross-sectional survey study was to examine the impact of mentoring and co-teaching within a specialized induction program on the motivation of experienced teachers who served as mentors to beginning teachers while also gaining a glimpse of their interest in participating in a program of this nature. A conceptual framework blending mentoring program assessment and motivation theories guided the development of a survey instrument designed to measure experienced teacher motivation as it relates to their perceptions of the quality of programmatic elements of the induction program. The sample population included 199 mentor-teachers within a large urban California school district, from whom 56 valid responses were recorded. (Abstract shortened by ProQuest.)

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Books on the topic "Teacher motivational behaviour"

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Behavior management strategies for teachers: Achieving instructional effectiveness, student success, and student motivation--every teacher and student can! Springfield, Ill., U.S.A: C.C. Thomas, 1996.

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T, Rowland Sidney, ed. Behavior management strategies for teachers: Achieving instructional effectiveness, student success, and student motivation--every teacher and any student can! 2nd ed. Springfield, Ill: Charles C. Thomas, 2002.

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B, Dusek Jerome, Hall Vernon C, and Meyer William J, eds. Teacher expectancies. Hillsdale, N.J: L. Erlbaum, 1985.

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Positive classroom instruction. New York: McGraw-Hill, 1987.

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H, Wilson John. The invitational elementary classroom. Springfield, Ill: C.C. Thomas, 1986.

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Shirshov, Vladimir. Moral and spiritual education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/996096.

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The textbook examines the nature and function of spiritual and moral education, its principles, basic organizational forms, methods and technologies. The purpose of the publication is to familiarize readers with the methodological, theoretical and practical problems of spiritually-moral education, development of students ' potential positive motivation for self-regulation of their behavior taking into account spiritually-moral values in everyday life. Describes the issues management process of education, criteria and methods of evaluation of the results spiritually-moral development of students. Meets the requirements of Federal state educational standard of higher education of the last generation 44.04.01 direction of preparation "Pedagogical education" (program "Social security"). Designed for students, teachers, undergraduates and postgraduates of the faculty of life safety.
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Krivoyekov, Syergyey, and Roman Ayzman. Psychophysiology. ru: INFRA-M Academic Publishing LLC., 2015. http://dx.doi.org/10.12737/10884.

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Psychophysiology — the science studying interrelation of mentality of the person and physiological processes. Fundamental knowledge of work of a brain, first of all, of nervous regulation of functions of an organism, the general and specific features of the highest falls within the scope of its interests nervous activity, the defining character and behavior of the person, psychophysiological mechanisms of regulation of functional states. In the book neurophysiological bases of coding and information processing in nervous system, neural mechanisms of feelings, perceptions, memories, training, motivations and emotions, thinking and the speech, attention, consciousness, behavior, mental activity are stated. Separate the section is devoted to physiological bases of mental changes at various functional, extreme and pathophysiological states (a stress, post-stressful frustration, addiktivny states, depressions, etc.) and to ways of their correction. Authors tried to pay special attention to disclosure of specifics of psychophysiology of the person, to difference of physiological mechanisms of regulation of mental functions of the person in comparison with model researches on animals. For simplification of work on discipline and the best digestion of material the textbook is supplied with the glossary. For students, undergraduates, graduate students and teachers of psychological and medical faculties of higher education institutions.
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Taylor, John F. Motivating the uncooperative student: A guidebook for school counselors. Warminster, PA: Mar*co Products, 1992.

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Davidson, Wilma. Most likely to succeed at work: How work is just like high school : crib notes for getting along and getting ahead amidst the bullies, teacher's pets, cheerleaders, and other members of "the class". New York: St. Martin's Press, 2003.

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Hwui, Chan Sane, and Lay Yoon Fah. Affective Domains Contributing to Behavioural Intention in Teaching Science. UMS Press, 2020. http://dx.doi.org/10.51200/affectivedomainsumspress2020-978-967-2962--27-4.

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The teaching profession is a highly stressful occupation and susceptible to burnout due to high levels of workload compared to other contact occupations. In Malaysia, the majority of science teachers are experiencing physical and mental drain after long periods of teaching service and mundane routine year in and year out. Despite the general assumptions of a teacher’s job is merely teaching from a textbook, a teacher’s workload includes teaching-related (class preparation and classroom management) and non-teaching related (administration and meetings). All these challenges required teachers to possess high self-efficacy beliefs, great teaching motivation, and positive attitudes toward teaching science. When the development of the affective domain is neglected during pre-service years, teachers’ behavioural intention in teaching science will subside gradually. This may cause emotional exhaustion, feelings of ineffectiveness, and job burnout when the pre-service teachers start to work in a high-pressure environment. The prime focus of this book includes the use of Partial Least Square-Structural Equation Modelling (PLS-SEM) approach in studying the mediating effect of attitudes toward teaching science in the relationship between teacher self-efficacy beliefs and teaching motivation on behavioural intention in teaching science. This book provides insights for policymakers to formulate courses on managing personal affective domains in the teacher education curriculum. It is also hoped that this book will be of interest to academicians and researchers on the topic related to teacher education and teaching professional development.
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Book chapters on the topic "Teacher motivational behaviour"

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Wehmeyer, Michael L., Sung Hyeon Cheon, Youngsun Lee, and Matthew Silver. "Self-Determination in Positive Education." In The Palgrave Handbook of Positive Education, 225–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_9.

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AbstractOne of the constructs that has been widely researched in positive psychology is self-determination, which refers generally to acting volitionally, based upon one’s own preferences, interests, and values. This chapter overviews conceptualizations of self-determination in the context of theories of agentic human behaviour, motivational psychology, and disability. Two primary theoretical perspectives on self-determination, Self-Determination Theory and Causal Agency Theory, are discussed, and their relative contributions to understanding the development of self-determination examined. Three education-based interventions that have been derived from these theoretical perspectives are described, as well as the evidence supporting their implementation: an intervention to increase teacher skills and knowledge to be autonomy-supportive; a schoolwide intervention that emphasizes autonomy, competency, and relationships; and a teaching model that enables teachers to teach students to self-regulate problem-solving leading to setting and attaining educational goals. To create schools that benefit all students, we need to focus on promoting student agency, student ownership over learning, and meaningfulness and purpose.
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Padwad, Amol, and Krishna Dixit. "9. Teacher Classroom Behaviour and Teacher Motivation." In L2 Selves and Motivations in Asian Contexts, edited by Matthew T. Apple, Dexter Da Silva, and Terry Fellner, 151–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096756-010.

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van Mil, Imke Wies, Olga Popovic Larsen, Karina Mose, and Anne Iversen. "Design with Knowledge—Light in Learning Environments." In Teacher Transition into Innovative Learning Environments, 203–13. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_17.

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AbstractA range of artificial lighting characteristics have been found to influence our visual and cognitive capabilities, mood, motivation and/or (social) behaviour—all affecting how we (academically) perform. One such influential characteristic is spatial contrast, or the way light is distributed in space causing a pattern of light and darkness. This study looks at if and how spatial contrast influences pupil behaviour, and specifically their ability to concentrate. We first explored whether variances in pupil noise, physical activity and mood, which have been found to affect concentration, occur when exposed to either a high or a low spatial contrast in their learning environment. Preliminary data from field experiments in a primary school indicates towards decreased noise levels and improved environmental satisfaction when a high spatial contrast condition is present. This implies improved environmental circumstances to concentrate. Further research to confirm this assumption will be undertaken.
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Haerens, Leen, Maarten Vansteenkiste, Nathalie Aelterman, and Lynn Van den Berghe. "Toward a Systematic Study of the Dark Side of Student Motivation: Antecedents and Consequences of Teachers’ Controlling Behaviors." In Building Autonomous Learners, 59–81. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-630-0_4.

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Anderman, Eric M. "Extrinsic Rewards Undermine Motivation in the Classroom . . . Sometimes." In Motivation Science, 149—C4.1P28. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197662359.003.0025.

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Abstract Teachers commonly give students rewards. The teacher’s assumption is that rewards reliably motivate greater effort and behavior. But is this always the case? Rewards do increase extrinsic motivation, but they often decrease intrinsic motivation. When the teacher gives the student a reward for doing an interesting activity, that reward can decrease the students’ interest (intrinsic motivation) for that task. This phenomenon is known as the overjustification effect. Overjustification raises the question of whether it is a good idea or not for teachers to give students rewards. If not used thoughtfully and carefully, rewards can actually diminish, rather than enhance, motivation.
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Ntoumanis, Nikos. "The Good, the Bad, and the Ugly of Motivation." In Motivation Science, 117–22. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197662359.003.0020.

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Abstract People are constantly bombarded by books, blogs, videos, and other self-help resources produced by “motivational gurus” that promise to teach consumers how to increase their motivation to achieve daily and long-term goals. The assumption is that the more motivated people are, the better the outcomes. In many cases this is true, but is higher motivation always desirable? No, because it is important to look not only at the amount of motivation one has, but also at the quality of that motivation. Using a self-determination theory perspective, three different types of quality motivation can be differentiated. Some motivations foster positive behaviors, emotions, and thoughts. However, other motivations are indifferent to a person’s personal development and well-being. And still other motivations actively undermine one’s potential.
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"Motivation and Changing Behaviour." In Transforming Behaviour in the Classroom: A Solution-Focused Guide for New Teachers, 127–38. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473922105.n8.

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Dweck, Carol S. "How Do We Motivate People? Connecting to People’s Existing Goals and Values." In Motivation Science, 291—C8.1P19. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197662359.003.0049.

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Abstract Recent successful interventions work by capitalizing on motivations that already exist within individuals, particularly within the field of adolescent behavior change. This approach is illustrated through interventions that taught adolescents a growth mindset about their abilities, encouraged healthy eating, infused schoolwork with more personal interest and meaning, and fostered “empathic discipline” among teachers of adolescents. In all of these cases, it was the connection to existing goals and values that appeared to help newly learned (or newly activated) beliefs and behaviors take root and bear fruit. This successful approach can be contrasted against the more common unsuccessful approach that tells people what they should think or do.
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Vennix, Johanna, Perry den Brok, and Ruurd Taconis. "An Exploration of Guide’s Roles in STEM Outreach Activities: A Contribution to Students’ Motivation for Career Aspirations?" In Motivation and Success [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108427.

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This explorative study investigated guide’s behavior and actions who had an active role in STEM-based (science, technology, engineering, and mathematics) outreach activities in secondary education. In outreach activities, schools and teachers work together with companies and other external institutions in learning activities to motivate students for the STEM domain. In these outreach activities, guides “taught” from a teacher\'s perspective and at the same time “were a role model” from an ambassador perspective. To observe guides behavior in two different activities, an observation instrument was constructed using both perspectives by conceptualizing a need-supportive behavior with a focus on effective and metacognitive outcomes for students, based on the self-determination theory. In this chapter, our findings and instrument will be described.
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Grolnick, Wendy S. "Easy to Get People to Do Things, More Challenging to Facilitate Their Motivation." In Motivation Science, 305—C8.3F1. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197662359.003.0051.

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Abstract People use extrinsic incentives such as rewards, threats, and punishments to stir others to act and change their behavior. Such incentives can be immediately effective, but they have drawbacks. For interesting activities, extrinsic incentives can undermine motivation, making the person feel that they are behaving only because of the incentive. For uninteresting activities, extrinsic incentives prevent people from appreciating the value and importance of the activity. In both cases, when the incentive is no longer available, the person’s motivation is at risk. In contrast, providing rationales and choices are two alternatives that facilitate both behavior and long-term motivation. Rationales and choices also allow for the person’s input and for student–teacher opinion exchange regarding the behavior.
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Conference papers on the topic "Teacher motivational behaviour"

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Valenzuela, Rafael, Nuria Codina, Jose Vicente Pestana, and Joan González-Conde. "Is student procrastination related to controlling teacher behaviours?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5530.

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Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and procrastination linked to avoiding tasks. Results suggest that controlling teacher behaviours might influence students’ psychological experiences in learning negatively. Teachers who do not refrain from constant use of conditional rewards may deffer students’ decision processes regarding their own autonomous academic learning, and excessive personal control may favour students’ perceptions of external regulations, decreasing intrinsic motivation and autonomous self-regulated learning and, thus, making it more likely to engage in alternative activities, procrastinating academic learning.
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Martinez-Maldonado, Roberto, Vanessa Echeverria, Katerina Mangaroska, Antonette Shibani, Gloria Fernandez-Nieto, Jurgen Schulte, and Simon Buckingham Shum. "The Moodoo Library: Quantitative Metrics to Model How Teachers Make Use of the Classroom Space by Analysing Indoor Positioning Traces (Extended Abstract)." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/654.

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Teachers’ spatial behaviours in the classroom can strongly influence students’ engagement, motivation and other behaviours that shape their learning. However, classroom teaching behav-iour is ephemeral, and has largely remained opaque to computational analysis. This paper presents a library called ‘Moodoo’ that can serve to automatically model how teachers make use of the classroom space by analysing indoor positioning traces. The system automatically ex-tracts spatial metrics (e.g. teacher-student ratios, frequency of visits to students’ personal spaces, presence in classroom spaces of interest, index of dispersion and entropy), mapping from the teachers’ low-level positioning data to higher-order spatial constructs.
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Veljković, Jasmina. "THE ROLE OF MOTIVATION IN THE SCHOOL SYSTEM." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.29v.

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In order for a person to motivate others, he must first find an adequate way to motivate himself. If we want to make the work with other people more successful, it is very important to know what motivates people in the environment. Motivation involves the process of initiating and directing human behavior, it is an internal force that drives us to achieve our goals and meet our needs. Greater curiosity and interest contribute to achieving greater success in all fields, and in particular the success of students in school. In contrast, lack of motivation impedes anything to be done in a better way. Poor motivation leads to failure, to the extent that one performs activities without ambition and with great difficulty. Studying the literature aims to determine what role motivation plays in the educational context, which is at the same time the basic goal. It also wants to point out the importance of motivation in teaching. The paper used the historical method as the basic method of historical research and analysis of the contents of pedagogical documentation. One of the basic tasks of teachers is to familiarize students with the nature of motivation and to teach them the procedures that develop motivation for students to learn. This is the key to the success of both the teacher and the students themselves.
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Marin, Dramnescu. "ARGUMENTATION FOR A SOCIAL INSTRUCTION MODEL FROM THE PERSPECTIVE OF SOCIAL INNOVATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-106.

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The model of social instruction (MSI) based on social learning approaches instruction in terms of mutual and continuous interaction between the cognitive, behavioral and environmental determinants. From this perspective MSI becomes a psychosocial foundation for an education with an inclination towards self-education. The model of social instruction aims to optimize the behavior of the educated from the perspective of social efficiency, seen as a potential pedagogic resource. The potentiality of the educated to influence their own behavior in the most general sense describes a pedagogic process of self-training - self-development pertaining to the concept of mutual determinism, initiated and promoted by Albert Bandura. From the perspective of the social learning at the level of the basic structure of the general didactics model, the professional model generated, maintained, promoted and imposed by the teacher becomes achievable. At the level of the general professional conduct, by the professional model provided by the teacher, the students are provided with the possibility of extracting some specific subsequences referring to the general professional attitude, the impact of competences on attaining some immediate personal goals, ways of persuading, of transmitting messages, of reasoning, of energizing and actively and motivationally engaging. The student is the beneficiary of the correlation, which contributes to the formation and development of his/her social abilities and personality in view of social integration. The student integrates elements of the teacher's professional model, by observational learning, which is determined by the social side of the relationship between the student and the teacher. From this perspective, in the experiential learning the cognitive and non-cognitive behavioural model proposed by the teacher becomes extremely important.
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Brandmiller, Cornelius. "Teacher Perceptions of Learning Motivation and Classroom Behavior: The Role of Student Background Characteristics." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577814.

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Morris, Lloyd, Dunia Duque, Olga Jasmin Salazar De Morris, Homero Murzi, and Sandra Milena Durán Omaña. "Student motivation in the teaching process during the Covid 19, an experience of the international exchange for the learning of control charts." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002377.

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COVID-19 has generated changes in education systems that impact the main authors of the system: teachers and students. As an alternative, most of the university courses have been taught remotely (IESALC 2020). Using the contribution of industrial engineering teachers from the universities involved, opportunities are evident to strengthen the teaching-learning processes that were incorporated in the design of the process, since the academic motivation of the students depends to a large extent on the perceptions in relation to their experiences in class (Jones, 2015). Additionally, there are multiple learning options in open pedagogical practices (Paviotti et al 2020), and in open educational practices (Ehlers et al 2020), (Axe et al 2020), (Marchisio et al 2020), which corresponds to innovative and attractive pedagogies that incorporate open evaluation, open collaboration and in itself open teaching processes.Considering the concepts of open education, added to the international exchange policies of the universities: Universidad Austral de Chile and Universidad Tecnológica de Pereira, an experience international exchange is planned for control graphics students, incorporating pedagogical strategies with a pragmatic approach in the solution of international cases of control charts and where collaborative work between academic peers complement the academic experience.The objective of the research was to analyze the motivational beliefs of the students at the level of the control graph domain, using the “Expectations Value Model” (Eccles and Wigfield 2000), compared to two moments: the one before the academic exchange and after the same, in which pragmatic approaches are incorporated in the applications of statistical control, taking advantage of internationalization scenarios. Therefore, the purpose of the research is to determine if there are statistically significant differences in the beliefs of the students of the statistical control analyzed at the beginning and at the end of the academic exchange of the 2021 semester.The present study is an inferential statistical investigation on academic motivation in students of statistical process control, in remote exchange learning. For this reason, it was decided to use the two-sample hypothesis test for dependent samples suggested by (Lind et al 2019) and (Anderson et al 2020), an initial hypothesis was defined: the mean assessment of motivation after the international exchange should be superior to the initial evaluation of the control chart students.The results of the statistical analysis carried out confirm the initial general hypothesis raised and verify that the change in the didactic strategy in international exchange after COVID-19 has a significant influence on the motivational beliefs of the students, where the factors of academic motivation with better evolution after the academic exchange are in hierarchical order: utility value, followed by achievement value, closing with satisfaction value. As for the elements that were better valued and with greater evolution at the initial moment for the utility is having a solid formation in process control, and for the achievement, it is to carry out the graphic activities well; while for satisfaction or interest, the one with the highest value is the expectation of believing in what will be done well with the knowledge acquired, but the element with the greatest evolution with respect at the initial moment is the expectation of standing out in mathematics and statistics.The process of association of categories of the expectation value model was possible to establish the levels of relationship between the expectation of success, the value of achievement, and the value of utility that the students perceived as positive from the academic exchange process. Therefore, the design and facilitation of the course generated benefits in the observed motivational aspect, so that the work of teachers in remote learning situations in circumstances uncertain as COVID-19, will find in the design of international exchanges, significant experiences that can positively impact the motivation of students, which leads to scenarios with specific behaviors more favorable for learning.
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Dietrich, Julia. "Colliding Classroom Experiences: Cross-Domain Effects of Teacher Behavior on Students' Math and German Motivation." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433682.

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Полина Михайловна, Алексеева,. "A MOTIVATIONAL APPROACH TO THE TRAINING OF A HIGHER SCHOOL TEACHER IN THE CONCEPT OF LIFELONG EDUCATION." In Образование, педагогика и психология в условиях современных вызовов: сборник статей международной научной конференции (Великий Устюг, Ноябрь 2022). Crossref, 2022. http://dx.doi.org/10.37539/221118.2022.38.72.003.

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В статье дается научное обоснование актуальности мотивации преподавателей высшей школы к повышению своей квалификации: описывается модель мотивации поведения через потребности, ожидания и результат. The article is about a scientific substantiation of the relevance of the motivation of higher education teachers to improve their qualifications: a model of behavior motivation through needs, expectations and results.
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Herawaty P, Yanthy, Mukhneri Mukhtar, and Bedjo Sujanto. "Effects of Empowerment and Work Motivation toward Organizational Citizenship Behavior of Public Schools Teachers in Jakarta." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.127.

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Felea, Cristina, and Liana Stanca. "STUDENTS' PERCEPTION AND EXPECTATIONS OF EDUCATIONAL USES OF WIKIS AND FACEBOOK FOR LEARNING ENGLISH FOR ACADEMIC PURPOSES - A PILOT STUDY." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-245.

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The presence of social software and social media in higher education is subject to research and change of educational practice. The increasing use of Web 2.0 technology is well documented in the international literature, especially in relation to more interactive learning, shift to student-centered pedagogies and change of teachers' roles, and student engagement with the learning process. Recently, there seems to be a significant number of studies in which emphasis is moved from teaching to learning with technology, namely on students' expectations from technology use in their courses. In Romania, in spite of their acceptance in higher education teaching/learning process being still in the stage of early adoption, research in this area shows increasing preoccupation with studying their implementation and impact on teacher and student practice. For the past five years, the authors have built and implemented a wiki-based blended learning programme for teaching English for Academic Purposes for undergraduate students at Babes-Bolyai University, Cluj, Romania. They have studied its impact in relation to the factors that influence the use of social software/social media for learning, with language and IT proficiency levels as predictors of active use. Next, learning behaviour patterns were targeted to document transition from traditional to a web-based learning paradigm. Findings showed that student and teacher roles changed during the process, with the former developing independent and collaborative skills and the latter offering support and guidance as a facilitator. However, the quantitative analysis performed on several cohorts indicated an uneven online presence and a relative reluctance to use the respective course-embedded technology. These results, together with class observations and interaction with students, as well as a growing attention paid to the influence of Facebook on students' behaviour, prompted the authors to investigate into similarities and differences between the current learning environment and Facebook in terms of potential for improving motivation, engagement, and learning outcomes. The purpose of the present study is to build, pilot and validate (by using the validity-reliability method) a questionnaire aimed at exploring motivation, frequency and ease-of-use, and type of activities performed on two particular social media, namely a wiki and Facebook. Students' perception of the usefulness of extending the learning environment to Facebook will be also investigated. Brief interviews will complete the quantitative data and study data obtained with social network analysis. The findings are expected to highlight benefits and challenges of using social media for learning and point out ways to improve pedagogical design to allow for an enhanced student engagement and for the design of a future experiment for the in-depth study of student success.
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Reports on the topic "Teacher motivational behaviour"

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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, Yu G. MAKOVETSKAYA, E. S. KRASNITSKAYA, E. G. KOLIKOVA, and N. O. NIKOLOV. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, March 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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