Teachers' Instructional Goals Predict Their Classroom Motivating Styles

• In Event: 52.085 - Poster Session 10
  In Poster Session: 52.085-2 - Motivation in Education SIG Poster Session 2

Abstract

We hypothesized that teachers’ intrinsic versus extrinsic instructional goals would predict their classroom motivating style. Because no domain-specific measure of teachers’ instructional goals existed, Study 1 developed the new Teacher Goal Content Scale (TGCS) to assess two intrinsic (personal growth, relationship growth) and two extrinsic (perform to standards-teachers, perform to standards-students) teacher goals, while Study 2 validated the 20-item TGCS by showing its factorial, convergent, and construct validity. Study 3 used multiple regression analyses to show that intrinsic teacher goals predicted the autonomy supportive motivating style, while extrinsic teacher goals predicted the controlling motivating style. We offer the TGCS to advance the empirical study of both teachers’ instructional goals and teachers’ classroom motivating styles.

Authors

• Hye-Ryen Jang, Australian Catholic University

• Johnmarshall Reeve, Korea University

• Sung Hyeon Cheon, Kangwon National University