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ERIC Number: EJ892651
Record Type: Journal
Publication Date: 2010-Aug
Pages: 11
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0022-0663
Social Contagion of Motivation between Teacher and Student: Analyzing Underlying Processes
Radel, Remi; Sarrazin, Philippe; Legrain, Pascal; Wild, T. Cameron
Journal of Educational Psychology, v102 n3 p577-587 Aug 2010
We examined (a) whether motivational orientation can spread from teachers to students during 2 consecutive teaching-learning sessions and (b) mechanisms underlying this phenomenon in a special physical education session delivered to high school students. Participants who were taught a sport activity by an allegedly paid instructor reported lower interest in learning and exhibited less persistence in a free-choice period than students taught by a supposedly volunteer instructor, despite receiving the same standardized lesson across experimental conditions. When participants taught the activity to their peers in a subsequent unconstrained learning session, lower levels of interest and behavioral persistence were also exhibited by learners who received the second lesson. A structural equation model confirmed that learners at the end of this educational chain made inferences about how intrinsically motivated their peer tutors were, on the basis of their teaching style (i.e., autonomy-supportive behaviors) and the positive affects they displayed. These inferences, in turn, affected the students' own intrinsic motivation for the activity. Results are interpreted in relation to self-determination theory, and practical implications of the findings are discussed. (Contains 1 footnote, 2 tables, and 2 figures.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A