What determines teachers’ use of motivational strategies in the classrooms? A self-determination theory perspective

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Preprint
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Citation
Liu, W. C., Wang, C. K. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2020). What determines teachers’ use of motivational strategies in the classrooms? A self-determination theory perspective. Journal of Education, 200(3), 185–195. https://doi.org/10.1177/0022057419881171
Author
Liu, Woon Chia 
•
Wang, John Chee Keng 
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Reeve, Johnmarshall
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Kee, Ying Hwa 
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Chian, Zason Lit Khoon 
Abstract
This study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support.
Keywords
Date Issued
2020
Publisher
Sage
Journal
Journal of Education
DOI
10.1177/0022057419881171
Dataset
https://doi.org/10.25340/R4/VM5L24
Description
This is the original draft, prior to peer-review, of a manuscript published in Journal of Education. The published version is available online at https://doi.org/10.1177/0022057419881171
Project
OER 22/15 JW
Funding Agency
Ministry of Education, Singapore.