Kupers Elisa, Loopers Judith, Albers Casper, Bakker Alianne, Minnaert Alexander
Department of Inclusive and Special Needs Education, Faculty of Behavioral and Social Sciences, University of Groningen, Groningen, Netherlands.
Department of Psychometrics and Statistics, Faculty of Behavioral and Social Sciences, University of Groningen, Groningen, Netherlands.
Front Psychol. 2023 Jul 20;14:1159108. doi: 10.3389/fpsyg.2023.1159108. eCollection 2023.
Why are some teachers more successful at motivating students than others? We know from previous literature that teachers' self-efficacy relates to the extent in which they engage in need-supportive teaching in the classroom, which in turn relates to student intrinsic motivation. However, teachers' self-efficacy is hypothesized to be dependent on their previous mastery experiences, e.g., of engaging students in the classroom. This "feedback loop" where the teacher not only influences the student but also the other way around, in a process unfolding over time, can only be investigated empirically with an intensive longitudinal design. This is precisely what we did in the current study.
Secondary school teachers ( = 4) and students ( = 90) participated in an experience sampling study throughout one school year, resulting in a unique dataset with 48-59 repeated measurement points per class.
Visual exploration of the time series revealed that teacher self-efficacy can vary substantially from lesson to lesson, with characteristic patterns of stabilization and de-stabilization. We conducted Vector Autoregressive Analysis (VAR) for each of the four cases to test whether, and how, the variables relate to each other over time. We found an "overspill effect" for student motivation, meaning that students' motivation in today's lesson predicts their motivation in tomorrow's lesson. Furthermore, in two cases we found that today's student motivation predicts tomorrow's teacher self-efficacy, but not the other way around.
为什么有些教师在激励学生方面比其他教师更成功？我们从以往的文献中了解到，教师的自我效能感与他们在课堂上进行需求支持性教学的程度有关，而这又与学生的内在动机有关。然而，据推测，教师的自我效能感取决于他们以前的掌握经验，例如在课堂上吸引学生的经验。这种“反馈循环”，即教师不仅影响学生，而且学生也会反过来影响教师，并在一个随着时间推移而展开的过程中相互作用，只有通过密集纵向设计才能进行实证研究。这正是我们在当前研究中所做的。
中学教师（n = 4）和学生（n = 90）在一整个学年参与了一项经验取样研究，从而得到了一个独特的数据集，每个班级有48 - 59个重复测量点。
对时间序列的可视化探索表明，教师的自我效能感在不同课程之间可能会有很大差异，呈现出稳定和不稳定的特征模式。我们对四个案例中的每一个都进行了向量自回归分析（VAR），以测试这些变量是否以及如何随时间相互关联。我们发现了学生动机的“溢出效应”，即学生在今天课程中的动机可以预测他们在明天课程中的动机。此外，在两个案例中，我们发现今天的学生动机可以预测明天的教师自我效能感，但反之则不然。
