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Effects of Student Perceptions of Teachers’ Motivational Behavior on Reading, English, and Mathematics Achievement: The Mediating Role of Domain Specific Self-Efficacy and Intrinsic Motivation

Background In the Korean educational system, academic achievement is one of the crucial factors in assessing a student’s academic ability for postsecondary education. Thus, many researchers have been studying ways to improve students’ academic achievement. Objective The purpose of this study was to...

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Published in:Child & youth care forum 2016-04, Vol.45 (2), p.221-240
Main Authors: You, Sukkyung, Dang, Myley, Lim, Sun Ah
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description Background In the Korean educational system, academic achievement is one of the crucial factors in assessing a student’s academic ability for postsecondary education. Thus, many researchers have been studying ways to improve students’ academic achievement. Objective The purpose of this study was to examine the relationship between students’ perceptions of teachers’ motivational behavior and students’ academic achievement, as well as the mediating effects of students’ motivation and self-efficacy on this relation. Methods Using the Korean Education Longitudinal Study data, we employed structural equation modeling to assess the impacts of different variables (i.e., students’ perceptions of their teachers’ motivational behavior, self-efficacy, and intrinsic motivation) on the academic achievements of 6227 middle school students’. We further examined whether these relationships differed depending on the school subject, specifically, reading, English, and mathematics. Results The results indicate that students’ self-efficacy and intrinsic motivation mediated the relation between students’ perceptions of teachers’ motivational behavior and students’ academic achievements in all three subjects. Conclusion This study suggests that students’ self-efficacy and intrinsic motivation increase when students perceive their teachers’ motivational behaviors positively, which ultimately improves their performance in reading, English, and mathematics.
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Results The results indicate that students’ self-efficacy and intrinsic motivation mediated the relation between students’ perceptions of teachers’ motivational behavior and students’ academic achievements in all three subjects. 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Thus, many researchers have been studying ways to improve students’ academic achievement. Objective The purpose of this study was to examine the relationship between students’ perceptions of teachers’ motivational behavior and students’ academic achievement, as well as the mediating effects of students’ motivation and self-efficacy on this relation. Methods Using the Korean Education Longitudinal Study data, we employed structural equation modeling to assess the impacts of different variables (i.e., students’ perceptions of their teachers’ motivational behavior, self-efficacy, and intrinsic motivation) on the academic achievements of 6227 middle school students’. We further examined whether these relationships differed depending on the school subject, specifically, reading, English, and mathematics. Results The results indicate that students’ self-efficacy and intrinsic motivation mediated the relation between students’ perceptions of teachers’ motivational behavior and students’ academic achievements in all three subjects. Conclusion This study suggests that students’ self-efficacy and intrinsic motivation increase when students perceive their teachers’ motivational behaviors positively, which ultimately improves their performance in reading, English, and mathematics.</abstract><cop>New York</cop><pub>Springer US</pub><doi>10.1007/s10566-015-9326-x</doi><tpages>20</tpages><orcidid>https://orcid.org/0000-0002-7779-7965</orcidid></addata></record>
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subjects Academic Achievement
Achievement Gains
Aptitudes
Behavior
Behavioral Science and Psychology
Child and School Psychology
Correlation
Educational attainment
Educational psychology
Efficacy
Empowerment
English
Foreign Countries
Higher education
Intellectual Disciplines
Intrinsic motivation
Korea
Lifelong Learning
Longitudinal Studies
Mathematics
Mathematics Achievement
Mediation Theory
Middle School Students
Motivation
Original Paper
Outcomes of Education
Perceptions
Psychology
Reading Achievement
Secondary school teachers
Self Efficacy
Structural Equation Models
Student Attitudes
Student Evaluation of Teacher Performance
Student Motivation
Student teacher relationship
Students
Teacher Behavior
Teacher Motivation
Teachers
title Effects of Student Perceptions of Teachers’ Motivational Behavior on Reading, English, and Mathematics Achievement: The Mediating Role of Domain Specific Self-Efficacy and Intrinsic Motivation
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