The Effects of Teachers Behavior on Student Performance Essay

8137 Words Aug 4th, 2013 33 Pages
The effect of teacher interpersonal behaviour on students’ subject-specific motivation
Perry den Brok, IVLOS Institute of Education, Utrecht University Jack Levy, Graduate School of Education, George Mason University Mieke Brekelmans, IVLOS Institute of Education, Utrecht University Theo Wubbels, Institute of Educational Sciences, Utrecht University
Re-submitted to: Journal of Classroom Interaction January 2006
Corresponding author: Dr. P. J. den Brok IVLOS Institute of Education Utrecht University
P. O. Box 80127 3508 TC Utrecht, The Netherlands tel. +.31.30.2532231 fax. +.31.30.2532741 email:
Teacher interpersonal behaviour and students’ subject-specific motivation
Abstract This study brings together
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When studying motivation, educational researchers often distinguish between motivational personality traits and situation- or subject-specific motivation (Boekaerts & Simons, 1995). Although both elements may be affected by education, in the present study we focus on the latter of the two. Following Boekaerts and Simons, subject-specific motivation is defined here as ‘an organized structure of values, attitudes and conceptions a student has towards a specific subject or knowledge domain’. The structure results from the generalization of feelings, thoughts and intentions towards a
Teacher interpersonal behaviour and students’ subject-specific motivation certain school subject. Researchers have distinguished differently between elements of subject- specific motivation, but most have ended up with four separate, though interrelated elements (e.g. Clément, Dörnyei & Noels, 1994; Gardner & MacIntyre, 1993; Gardner & Lambert, 1972; Kuhlemeier, van den Bergh & Teunisse, 1990): the pleasure (or enjoyment) students experience in lessons of a subject, the relevance of the subject (for future work or other subjects and domains), the confidence students have in learning and achieving for the subject, and the effort they put in or interest they have for the subject. Despite the fact that these four elements have been widely accepted by researchers investigating subject-specific motivation, researchers have often used one

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