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ERIC Number: ED373838
Record Type: RIE
Publication Date: 1994-Apr
Pages: 21
Abstractor: N/A
The Relationship between Teaching Style and Within-Term Changes in Junior-College Student Motivation.
Karsenti, Thierry; Thibert, Gilles
A study was conducted to investigate the relationship between teaching style and within-term changes in the motivation of two-year college students. "The Echelle de Motivation en Education" (Academic Motivation Scale was administered to 1,597 female and 837 male students at a junior college in Quebec at the beginning of the term and again 3 months later. Teaching style was measured using the Teaching Style Inventory, which identified dominant, auxiliary, back-up, and least-used styles of teaching behaviors to create a teaching profile. Five teaching styles were identified: outcomes oriented; empathic and people oriented; intellectually oriented; innovatively oriented; and mixed teaching style. Findings revealed that highly structured, well-organized, and outcomes-oriented junior college teachers seemed to maintain student motivation, whereas autonomy-supportive and people-oriented teachers were likely to decrease student motivation. The change in student motivation observed in the groups where the teachers had a mixed teaching style supported the idea that versatility in teaching is essential. (Contains 82 references.) (KP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting and Exhibit of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).