Teachers' motivational beliefs—i.e., teachers' self-efficacy and felt responsibility for educational outcomes—can shape their professional decision-making and approaches to teaching. However, theorized associations with student outcomes remain elusive. In a multi-level analysis with 96 Swiss vocational teachers and their 1300 students, we examined the interrelations between teachers' self-efficacy, responsibility, teacher- and student-reported autonomy-supportive versus psychologically controlling teaching, and student motivation (emotional, behavioral, and cognitive engagement). Teachers' motivational beliefs predicted their endorsement of autonomy-supportive teaching, which in turn predicted student-reported autonomy support. Student-reported autonomy support was a powerful predictor of student engagement. Teachers’ motivational beliefs did not predict student-reported instructional practices and engagement directly, and indirect effects via teacher- and student-reported autonomy support were small. Teacher- and student-reported controlling practices were not significantly correlated. The degree of (mis)alignment of teacher- and student-reported instructional practices is a key ingredient in understanding the often missing link between teacher motivation and student outcomes.

教师的动机信念——即教师的自我效能感和对教育成果的责任感——可以影响他们的专业决策和教学方法。然而，与学生成绩的理论联系仍然难以捉摸。在对 96 名瑞士职业教师及其 1300 名学生进行的多层次分析中，我们研究了教师的自我效能感、责任感、教师和学生报告的自主支持与心理控制教学以及学生动机（情绪、行为）之间的相互关系。和认知参与）。教师的动机信念预测了他们对自主支持教学的认可，这反过来又预测了学生报告的自主支持。学生报告的自主支持是学生参与的有力预测因素。教师的动机信念并不能直接预测学生报告的教学实践和参与，而且通过教师和学生报告的自主支持的间接影响很小。教师和学生报告的控制实践没有显着相关性。教师和学生报告的教学实践的（错误）对齐程度是理解教师动机和学生成果之间经常缺失的联系的关键因素。