Motivation and social cognitive theory

Background:In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education.Material and methods:In this study, students are tested and proceeded questionnaire survey to understand the opinions about digital learning. To effectively achieve the research objectives and test the research hypotheses, quasi-experimental research is applied in this study. Total 116 students in 4 classes are selected as the research subjects for the instructional research.Results:The research results conclude that 1.digital learning presents better positive effects on learning motivation than traditional teaching does, 2.digital learning shows better positive effects on learning outcome than traditional teaching does, 3.learning motivation reveals significantly positive effects on learning effect in learning outcome, and 4.learning motivation appears remarkably positive effects on learning gain in learning outcome.Conclusions:It is expected to combine with current teaching trend and utilize the advantages of digital learning to develop practicable teaching strategies for the teaching effectiveness.

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A study of the effects of digital learning on learning motivation and learning outcome

Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfactio...

Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support

In this paper, we argue that classroom management, student support, and cognitive activation are generic aspects of classroom teaching, forming Three Basic Dimensions of teaching quality. The conceptual framework was developed in research on mathematics instruction but it is supposed to generalize across subjects. It is based on general theories of schooling and teaching as well as established theories and research traditions from educational psychology. Although used frequently in German-speaking countries, no comprehensive overview of the theoretical foundation as well as the existing evidence regarding the framework, including its strengths and weaknesses, exists so far. The present paper therefore presents first an overview of the theoretical rationale of the framework. Second, it gives an overview of differences and commonalities in the operationalizations of the Three Basic Dimensions in different studies, including a comprehensive set of sub-dimensions. Third, evidence on the reliability and validity of the dimensions is reviewed, with good results for reliability and mixed results for predictive validity. Fourth, an analysis of three mathematics lessons using observer ratings illustrates how the framework of the Three Basic Dimensions can be used for investigating instructional quality. Finally, strengths and limitations of the framework for capturing instructional quality are discussed and we elaborate on the framework’s potential for further development.

Generic dimensions of teaching quality: the German framework of Three Basic Dimensions

Teacher enthusiasm: Dimensionality and context specificity

This study extends previous research on teachers’ self-efficacy by exploring reciprocal effects of teachers’ self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation, classroom management, and individual learning support for students), and 2-level cross-lagged structural equation analyses were conducted. Data were collected from 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points. Although cross-sectional correlations between self-efficacy beliefs and characteristics of instruction were substantiated, the analyses only partially confirmed a causal effect of teachers’ self-efficacy on later instructional quality. Instead, the analyses revealed a reverse effect of instructional quality on teachers’ self-efficacy, with students’ experience of cognitive activation and teachers’ ratings of classroom management predicting teachers’ subsequent self-efficacy. Our findings emphasize the importance of examining teachers’ self-efficacy not only as a cause but also as a consequence of educational processes. Future research on teachers’ self-efficacy should take a longitudinal perspective with varying time lags, identify possible mediator variables, and consider other aspects of teacher competence beyond self-efficacy when examining the effects of instructional quality.

How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis.

A great number of teachers find teaching fulfilling and are dedicated to it, but others feel emotionally exhausted, indicating that the interaction with pupils can be emotionally demanding. Emotional labor was shown to play an important role for the health of teachers. In a full two-wave longitudinal study over the period of 1 year, the effect of emotional labor on emotional exhaustion and dedication of 102 teachers was investigated. Teachers who were able to influence their emotions to feel the emotion appropriate in a situation (so called deep acting) felt significantly less emotionally exhausted after 1 year. From this result, deep acting can, thus, be characterized as health-beneficial. Once teachers felt emotionally exhausted, they used more surface acting. More dedicated teachers, on the contrary, did neither engage more in deep acting nor in surface acting at Time 2. This indicates that those teachers who are dedicated to teaching seem less likely to act. To prevent emotional exhaustion of teachers, the development of interventions to promote health-beneficial emotional labor is necessary. This can be achieved by fostering deep acting, which reduces emotional exhaustion over longer periods of time.

Longitudinal effects of emotional labour on emotional exhaustion and dedication of teachers.

Predicting teachers' instructional behaviors: The interplay between self-efficacy and intrinsic needs

How do teachers spend their time? A study on teachers' strategies of selection, optimisation, and compensation over their career cycle.

. Zwar konnte bisherige Forschung bereits zeigen, dass intrinsische motivationale Orientierungen von Lehrkraften im Zusammenhang mit gunstigen Ergebnisvariablen (z. B. Unterrichtsqualitat oder Schulermotivation) stehen, mogliche Wirkmechanismen sind jedoch noch wenig erforscht. Ziel der vorliegenden Studie ist es, diese vermittelnden Prozesse am Beispiel des Unterrichtsenthusiasmus von Lehrkraften zu untersuchen. Es wird angenommen, dass angehende Lehrkrafte mit hohem Unterrichtsenthusiasmus quantitativ (hohere Intensitat) und qualitativ (Nutzung von unterrichtsbezogenen Lerngelegenheiten) anderes Arbeitsverhalten zeigen, was zu besserem Unterricht fuhrt. Die Variablen wurden bei 362 deutschen Lehramtsanwarter(inne)n in der Mitte ihres zweijahrigen Vorbereitungsdienstes per Fragebogen erhoben. Latente Mediatoranalysen belegen eine Teilmediation durch die Intensitat ebenso wie die Nutzung von Lerngelegenheiten auf kognitive Aktivierung und emotionale Aspekte des Unterrichtshandelns. Die Ergebnisse ...

Anja Philipp

Papers

How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis.

Longitudinal effects of emotional labour on emotional exhaustion and dedication of teachers.

Predicting teachers' instructional behaviors: The interplay between self-efficacy and intrinsic needs

How do teachers spend their time? A study on teachers' strategies of selection, optimisation, and compensation over their career cycle.

Ein Blick in die Black-Box