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Do Motivated Teachers Generate more Motivated Students: A Classroom Investigation on Motivation And Engagement

Author

Listed:
  • Andrea Bikfalvi

    (University of Girona, Spain)

  • Rafael Garcia

    (University of Girona, Spain)

  • Margarida Falgàs

    (University of Girona, Spain)

  • Teresa Bardera

    (University of Girona, Spain)

  • Pere Cornellà

    (University of Girona, Spain)

Abstract

Secondary school period (aged 12 to 16) is one of the most complex phases in students learning and vital life span, experimenting crucial changes and growth in all senses. The purpose of this study is twofold: first, we aim to investigate on the differentiated perspectives of motivations of teachers, on the one hand, and students, on the other hand, as well as to relate the motivational construct to possible determinants (type of school, type of subject coursed, course level and number of students in class). Second, we aim to correlate the motivation levels of teachers with classroom motivation, ultimately searching to answer the question if and up to what degree motivated teachers generate more motivated students. Our empirical data corresponds to 10 educational centres in Girona, Spain. A total of 69 teachers and 1399 students participated in the study in 2013. Findings show relatively high levels of motivation and engagement in both collectives analysed, low variation according to the considered determinants and a positive but low correlation between teachers’ and class motivation and engagement.

Suggested Citation

  • Andrea Bikfalvi & Rafael Garcia & Margarida Falgàs & Teresa Bardera & Pere Cornellà, 2016. "Do Motivated Teachers Generate more Motivated Students: A Classroom Investigation on Motivation And Engagement," Managing Innovation and Diversity in Knowledge Society Through Turbulent Time: Proceedings of the MakeLearn and TIIM Joint International Conference 2016,, ToKnowPress.
    • Handle: RePEc:tkp:mklp16:767-775
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