Measurement of Teacher Beliefs About Student Motivation

• In Event: Exploring Dispositions in Lives of Teachers

Abstract

OBJECTIVES. This study’s purpose is to assess teachers’ beliefs about student motivation.

THEORETICAL FRAMEWORK. The research is built on achievement motivation and personal epistemology frameworks.

METHOD. The 56-item instrument covered aspects of motivation (e.g., beliefs in value and competition) and epistemology (e.g., beliefs about motivational complexity).

RESULTS. Exploratory factor analysis resulted in a 38-item survey with eight teacher belief dimensions: 1) mastery orientation, 2) grades, 3) situational interest, 4) competition, 5) complexity, 6) value, 7) self-efficacy, and 8) lack of control. Bivariate analyses showed moderate correlations among related dimensions.

DISCUSSION. Scales appear to have acceptable validity and reliability and do not represent a singular construct. The developed self-report instrument reasonably assesses teacher beliefs about student motivation.

Authors

• Maria B. Benzon, University of Houston

• Christopher A. Wolters, The Ohio State University

• Weihua Fan, University of Houston

• Shirley L. Yu, The Ohio State University