Observed Teacher Involvement Versus Rejection: Within-Year Changes and Links With Academic Motivation

• In Event: Learning Environments in Postsecondary Settings

Abstract

This study investigated changes in teacher involvement versus rejection and links with academic motivation during the first grade of secondary school. Twenty Dutch and Indonesian teachers from 24 classes were videoed 12 times across the school year, and four videoed of each class were selected randomly for this study. A coding protocol to assess teacher involvement versus rejection was developed and a four-wave surveys to capture students’ report of their academic motivation were conducted. Multilevel growth curve modeling was applied. Teacher involvement changed in a curvilinear trend, while changes in teacher rejection was not linear. Controlled motivation increased, while autonomous motivation decreased over time. Teacher involvement had a unique contribution in minimizing the level of controlled motivational dynamic over time.

Authors

• Ridwan Maulana, University of Groningen

• Marie-Christine J. Opdenakker, University of Groningen

• Roel J. Bosker, University of Groningen