Teacher motivation,quality instruction,and student outcomes: Not a simple path

In this commentary, I briefly describe the assumptions of the researchers, then consider what we have learned from the studies in this issue about the links between teacher motivation, instruction, and student perceptions and how best to study these links. Next, I describe three surprises and two concerns about the work reported. In discussing the implications of the research in this issue, I raise several questions that could be investigated to help us understand why teacher and student perceptions might differ and what can be done to bring them into better alignment. Finally, I explore some implications of these studies for teacher education.     

How does the Instrumental Motivation Affect English Learning in China

For years,learning English has always been a popular trend in China.However,for most of students,the main purpose of learning this language is not to improve their English proficiency but to obtain the related English proficiency certificates,which will contribute to their graduation or competition.Under such instrumental motivation,students may succeed in shortterm competition but fail in long-term development,especially when studying abroad or working in a foreign company.In order to help Chinese students improve their English proficiency effectively;this article will introduce several strategies that could be considered and implemented in English classes in China.     

基于社会交换理论的社区参与旅游发展动力机制研究

基于社会交换理论,社区参与旅游发展的动力机制形成要从居民寻找的某种＂有价值的东西＂入手,全面了解他们的需要,尊重居民社会交换的理性选择,构建以共享价值观和制度为核心的社区宏观社会交换关系,维持交换关系的社会力与结合度,建立社区居民的利益保障机制,正面引导社区居民参与旅游发展的态度形成与态度转变等。     

关于公共图书馆中文图书采访工作的思考

当前,公共图书馆中文图书采访工作存在不少的问题和弊端。图书采访员必须发挥主观能动性,努力提高自身素质,积极培养职业兴趣,改革旧的采访方式,建立新的采访模式。     

论高校师资管理中的教师激励

在高等学校师资管理中,激励是不可缺少的重要环节。如何遵循激励原则、探索激励规律、运用激励方法、科学合理地实施激励,不仅是高等学校师资管理工作的一项长期任务,也是重点所在。     

Students’ views on the effectiveness of motivational interviewing for challenging disaffection

Emerging evidence suggests motivational interviewing (MI) is an effective intervention for supporting disaffected students. However, previous literature has failed to establish students’ views on MI. In the present study, three students took part in an individual MI intervention, delivered by three educational psychologists (EPs). Self-report measures of school-based motivation and semi-structured interviews were used to obtain student views, post-intervention and at three month follow-up. EP interview data were also used to contextualise findings from student interviews. Qualitative findings indicated that students were generally enthusiastic about the intervention and perceived some positive impact on behaviour. However, these views were not consistent with questionnaire responses and two of the pupils experienced exclusions around the time of the intervention. The implications of these ambiguous findings are discussed, in relation to contextual factors that are likely to have influenced the effectiveness of the interventions.     

Psychometric Properties of the Abbreviated Perceived Motivational Climate in Exercise Questionnaire

The purpose of this study was to develop an abbreviated version of the Perceived Motivational Climate in Exercise Questionnaire (PMCEQ-A) to provide a more practical instrument for use in applied exercise settings. In the calibration step, two shortened versions’ measurement and latent model values were compared to each other and the original PMCEQ using a three-group CFA invariance testing approach with previously collected exercise setting data (N = 5,427). Based on the model fit and reliability values, the 12-item version performed better than the 17-item version. The resultant 12-item PMCEQ-A’s CFA model estimates were then compared to the PMCEQ’s model values for two different, previously conducted studies of exercise settings (N = 414 and 770). The more parsimonious 12-item PMCEQ-A can be used by exercise psychology researchers to gain insight into members’ perspectives on the motivational climate and may lead to developing effective strategies to enhance members’ experiences and commitment.     

动机的自我决定理论在行为改变中的应用

动机的自我决定理论是由美国心理学家Deci和Ryan提出的动机过程理论。它不是把动机看作一个单一的概念,也不是把动机简单地区分为内部动机和外部动机,而是把动机看作一个连续体,从外部动机到内部动机需要经历三个内化程度不同的中间水平。近来的研究者发现,动机水平不同对行为改变效果的影响不同。在此理论的基础上,Ryan提出一个行为改变和保持的模型。同时,研究者还发现基于自我决定理论的心理治疗与动机性访谈技术有很多相似之处,且他们可以相互补充。     

Psychological well-being and motivation in a Turkish physical education context

Using Self Determination as a framework, the purpose of the study was to examine the relationships between basic psychological needs, motivational regulations, self-esteem, subjective vitality, and social physique anxiety in physical education. One thousand and eighty two high school students aged between 14 and 19 [mean (M) = 15.89 ± 0.95 years] from six public high schools participated to the study. Students’ basic psychological needs: motivational regulations, subjective vitality and self-esteem served as positive indicators, while social physique anxiety was a negative indicator of psychological well-being. Structural equation modelling results revealed that students’ motivational regulations mediated the relationship between basic psychological needs and psychological well-being. Intrinsic motivation negatively predicted social physique anxiety and positively predicted subjective vitality. Amotivation positively predicted social physique anxiety and negatively predicted subjective vitality. Identified regulation and external regulation positively predicted subjective vitality. Results supported the tenets of Self Determination Theory (SDT) and suggested that satisfying adolescents’ basic psychological needs in physical education will promote their psychological well-being.     

Personal and contextual factors related to teachers’ experience with stress and burnout

Teaching has been characterised as a stressful profession that is prone to burnout. Less is known about the specific ways in which teachers experience and navigate stressors associated with their work. This study aimed to qualitatively understand how teachers who perceive high and low levels of burnout characterise their lived experiences in school environments. Data were collected through interviews with 28 inservice teachers (11 male, 17 female) from the US Midwest who reported high- or low-burnout on a psychometric survey. Data were analysed by two experienced qualitative researchers. Results indicated that (a) low-burnout teachers perceived nurturing teaching environments, (b) high-burnout teachers perceived combative and constraining teaching environments, and (c) all teachers had to manage workplace stress. Building from these findings, we present a model for understanding how the school environment influences teacher burnout. This model highlights the importance of developing optimal working conditions that nurture teacher development.

Abbreviation: MBI-ES = Maslach Burnout Iventory-Educators Survey; IEP = Individualized Education Plan