Although different measures for (de)motivating teaching are available for primary and secondary education, a fine-grained instrument to assess a variety of motivating and demotivating teaching practices in higher education is lacking. Adopting a Self-Determination Theory perspective, this study first used the newly developed Situation-in-School Questionnaire—Higher Education to examine in a sample of higher education teachers (N = 357; M_age = 43.90 years) whether a broad set of need-supportive and need-thwarting teaching practices are organized in a similar circular structure as in secondary education (Aelterman et al. in J Educ Psychol 111:497–521, 2019). Second, this study addressed the role of higher education teachers’ motivation to teach (i.e., autonomous, controlled, amotivation) and their beliefs about the malleability of students’ intelligence (i.e., fixed and growth mindset) in relation to the various distinguished teaching approaches. Results of multidimensional scaling analyses confirmed the hypothesized circular structure of eight different (de)motivating teaching approaches that differ in their level of need-supportiveness and directiveness. Second, hierarchical regression analyses provided evidence for the fairly independent role of teachers’ motivation and mindsets, with the predictive role of each predictor systematically varying as one moves along the circumplex. Autonomous motivation and a growth mindset related positively to more motivating approaches (e.g., guiding, attuning), while controlled motivation, amotivation and a fixed mindset related positively to more demotivating approaches (e.g., domineering, abandoning). The present findings shed new light on the factors that underlie teacher-reported engagement in (de)motivating practices in higher education.

中文翻译：

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教师的动机和心态在预测（去）激励性教学方式中的作用：一种环环相扣的方法

尽管在小学和中学阶段可以采用不同的（激励）教学措施，但是缺乏一种用于评估高等教育中各种激励和激励教学实践的细粒度工具。采用自我决定论的角度来看，这项研究首次使用了新开发的现状，在校问卷高等教育高校教师的样品中检测（ñ  = 357;中号_时代 = 43.90岁）是否按照与中学教育类似的循环结构组织了一系列需要支持和需要挫败的教学实践（Aelterman等人，《教育心理学杂志》 111：497–521，2019）。其次，本研究探讨了高等教育教师的教学动机（即自主性，受控性，积极性）的作用以及他们对学生智力的可延展性（即固定的和成长的心态）与各种杰出的教学方法相关的信念。多维比例分析的结果证实了八种不同的（激励性）教学方法的假设圆形结构，这些教学方法的需求支持和指导水平不同。其次，层次回归分析为教师的动机和思维方式的相对独立作用提供了证据，每个预测变量的预测角色随着沿圆周的移动而系统地变化。自主动机和成长心态与更积极的方法（例如，指导，调解）呈正相关，而受控动机，动机和固定的心态与更多的消极方法（例如，霸气，放弃）正相关。本研究结果为教师报告的参与高等教育（减激励）实践的因素提供了新的思路。放弃）。本研究结果揭示了教师报告的参与高等教育（去激励实践）的基础。放弃）。本研究结果揭示了教师报告的参与高等教育（去激励实践）的基础。