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ERIC Number: EJ856785
Record Type: Journal
Publication Date: 2009-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1366-4530
Motivating Adolescents: High School Teachers' Perceptions and Classroom Practices
Hardre, Patricia L.; Sullivan, David W.
Teacher Development, v13 n1 p1-16 Feb 2009
This study investigated high school teachers' perceptions of the motivational needs of their students and the strategies they used to address those needs. Participants were 96 teachers in 15 high schools in a Southwestern state in the USA. Data were collected via paper-based questionnaires addressing teachers' perceptions of: supportive classroom environment, students' general motivation, causes of student lack of motivation, teachers' self-efficacy for motivating students, interpersonal style, and motivating strategies. Quantitative data were analyzed by correlation and multiple regressions. Teachers' efficacy for diagnosing and intervening for students' motivation, and their interpersonal motivating styles, predicted their strategy use. Both internal and external causal perceptions explained important parts of variance in teachers' perceptions of students' overall motivation. Strategies that teachers use, in turn, predicted the supportiveness of their classroom environments. Surprisingly, teachers' perceptions of causes of motivation did not predict either environment or strategy selection. Implications for educational policy and classroom practice are discussed. (Contains 1 note and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A