Abstract

Recent years have witnessed a burgeoning interest in the study of teacher motivation. Although links between teacher motivation and teacher well-being, commitment to the profession, and other teacher-related outcomes are well-documented, prior research on associations between teacher motivation and student outcomes has been less consistent. This article focuses on teacher motivation as situated within two prominent frameworks: self-determination theory and achievement goal theory. First, two systematic reviews of research on self-determination theory and achievement goal theory are conducted to examine whether, when, how, and why teachers’ motivation may influence—or at least relate to—which student outcomes. The processes by which teacher motivation is associated with student outcomes, such as via specific instructional strategies, are also taken into account. Second, the question of why research on teacher motivation often fails to find consistent effects on student outcomes is considered, including where in the complex chain of events from teacher motivation to student outcomes the signal gets lost. Third, the need to study the reverse ordering of effects, reciprocal effects, and the dynamic interplay between teacher motivation and student outcome variables is discussed.

摘要

近年来，人们对教师动机研究的兴趣日益浓厚。尽管教师动机与教师幸福感、对职业的承诺以及其他与教师相关的成果之间的联系有据可查，但先前关于教师动机与学生成果之间关联的研究却不太一致。本文侧重于位于两个突出框架内的教师动机：自我决定理论和成就目标理论。首先，对自我决定理论和成就目标理论的研究进行了两次系统回顾，以检验教师的动机是否、何时、如何以及为什么会影响——或至少与——学生的成果有关。教师动机与学生成果相关的过程，例如通过特定的教学策略，也被考虑在内。其次，考虑了为什么对教师动机的研究往往无法发现对学生成绩的一致影响的问题，包括在从教师动机到学生成绩的复杂事件链中，信号丢失的位置。第三，讨论了研究反向排序效应、互惠效应以及教师动机和学生成果变量之间的动态相互作用的必要性。