Faculty Development Office, Faculty of Dentistry, Universidad de los Andes, Universidad de los Andes, Santiago, Chile.
Instituto de Odontoestomatología, Escuela de Odontología, Facultad de Medicina, Universidad Austral de Chile, Santiago, Chile.
J Dent Educ. 2020 Apr;84(4):429-437. doi: 10.1002/jdd.12050. Epub 2020 Feb 4.
Using Self-determination Theory, the purpose was to determine whether work climate, students' motivation, and teachers' basic psychological needs could predict clinical teachers' autonomous and controlled motivation to teach and whether clinical teachers' motivations could predict student- and teacher-centered teaching approaches METHODS: A correlational cross-sectional study was conducted in 2018 across 3 Dental Schools in Chile, in which 206 clinical teachers participated (80.4% response rate). Data were collected on demographic characteristics and 5 self-reported questionnaires measuring teachers' perceptions of the work climate, students' motivation, the satisfaction and frustration of their basic psychological needs, motivation to teach, and teaching approaches. Data were analyzed using bivariate correlations and structural equation modeling.
Alpha coefficients were acceptable (0.701-0.948). Correlation and structural equation modeling analyses showed that teachers' perceiving a work climate characterized by a supportive supervisor-teacher relationship and students' autonomous motivation, predicted the satisfaction of their basic psychological needs leading to autonomous motivation to teach. Autonomous motivation to teach, in turn, predicted a student-centered teaching approach. These results were controlled for the confounding effects of age, gender, teaching experience, and type of university.
These results suggest that clinical teachers' optimal motivation is of paramount importance for promoting an adequate learning environment. Therefore, efforts should be made to understand and foster different aspects that promote clinical teachers' satisfaction of their basic psychological needs and autonomous motivation, especially regarding the role of teachers' supervisors and how teachers perceive their students' motivation.
运用自我决定理论，旨在确定工作氛围、学生动机以及教师的基本心理需求是否可以预测临床教师自主和控制教学动机，并探讨临床教师的动机是否可以预测以学生为中心和以教师为中心的教学方法。方法：2018 年在智利的 3 所牙科学院进行了一项相关性横断研究，共有 206 名临床教师参与（回应率为 80.4%）。研究收集了教师的人口统计学特征以及 5 份自我报告问卷的数据，这些问卷分别测量教师对工作氛围、学生动机、基本心理需求的满足和受挫、教学动机以及教学方法的看法。采用双变量相关分析和结构方程模型进行数据分析。结果：内部一致性系数（α系数）可接受（0.701-0.948）。相关和结构方程模型分析表明，教师感知到以支持性的师生关系为特征的工作氛围以及学生的自主动机，可预测基本心理需求的满足，进而激发自主教学动机。自主教学动机反过来又可以预测以学生为中心的教学方法。这些结果控制了年龄、性别、教学经验和大学类型等混杂因素的影响。结论：这些结果表明，临床教师的最佳动机对于促进适当的学习环境至关重要。因此，应努力理解和培养可以促进临床教师满足其基本心理需求和自主动机的不同方面，特别是要关注教师的导师角色以及教师对学生动机的看法。
