ERIC Number: ED394918
Record Type: RIE
Publication Date: 1995-Oct
Reference Count: N/A
The Relationship between Teacher Perceptions and Observations of Motivational Practices in the Classroom.
Logan, Candice R.; And Others
On the premise that there are certain practices that influence students' intrinsic motivation for academic engagement, this study examined the congruence between a teacher's goals and practice with regard to autonomy. Self-report data were collected on seven sixth-grade elementary school teachers concerning their goals for their math classes. Further data were collected through classroom observations over the course of an academic year. Discrepancies were found between the self-report data and the observational data. In particular there appeared to be a difference between the way teachers rated themselves along the dimension of autonomy and the way the observers rated the teachers along this same dimension using a theory-driven definition. However, some of these discrepancies may have been an artifact of the theoretical descriptions of the constructs and their implications for implementation. Analysis of classroom transcripts and notes supported the hypothesis that autonomy existed not only as student choice and decision making (task autonomy), but also as student ownership of ideas and student confidence and independence in thinking (cognitive autonomy). In addition, the data suggested that supporting, cognitive autonomy may be an essential catalyst that leads to a heightened master-orientation and deeper thinking. (Contains 19 references.) (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Northeastern Educational Research Association (Ellenville, NY, October, 1996).