Motivation for teacher academic achievement. A systematic review
Abstract
Objective: The aim of this systematic review article is to analyze the contributions of teachers' academic achievement motivation to students' learning. Methodology: The research was conducted using the PRISMA Statement methodology. For this purpose, inclusion and exclusion criteria were performed in the analysis presented in flowchart; leaving 22 articles selected from a total of 1502 articles Results: the findings are based on both qualitative and mixed research, but mainly on articles with a quantitative approach, all of them considered categories such as intrinsic motivation, extrinsic motivation and transcendent motivation, which should complement each other for their influence on learning, however, it was noted the scarcity of studies on the latter category. Conclusions: It is demonstrated that intrinsic motivation is influenced by school, family and community, while any activity that demands a challenge or challenge favors it, in that sense the basic psychological needs are essential for motivation. Complementarily, one way to demonstrate extrinsic motivation is to feel part of the solution to a problem, and the positive attitude that a peer may express favors such motivation.
Downloads
References
Alencar, E. M. L. S. de, & Fleith, D. de S. (2016). Relações entre motivação, estilos cognitivos e percepção de práticas pedagógicas promotoras de criatividade. Estudos de Psicologia (Campinas), 33(3), 503–513. https://doi.org/10.1590/1982-02752016000300013
Alibakhshi, G., Nezakatgoo, B., & Popescu, M. (2019). Construction and validation of Iranian EFL teachers’ teaching motivation scale. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1585311
Avendaño Castro, W. R., Luna Pereira, H. O., & Rueda Vera, G. (2021). Job satisfaction of basic and secondary education teachers: An analysis from extrinsic and intrinsic factors. Revista Venezolana de Gerencia, 26(Special Issue 5), 190–201. https://doi.org/10.52080/RVGLUZ.26.E5.13
Baglio, K. J. (2022). Student Motivation in the Latin Classroom. Journal of Classics Teaching, 23(45), 75–78. https://doi.org/10.1017/S205863102100074X
Battistel, O. L., Holz, S. M., & Sauerwein, I. (2022). Motivation and efficiency in high school physics teaching strategies. Revista Brasileira de Ensino de Fisica, 44, 1–28. https://doi.org/10.1590/1806-9126-RBEF-2021-0278
Çeliköz, N. (2009). Basic factors that affect general academic motivation levels of candidate preschool teachers. Procedia - Social and Behavioral Sciences, 1(1), 1357–1365. https://doi.org/10.1016/J.SBSPRO.2009.01.240
Educación, M. de. (2012). Ley de Reforma Magisterial LEY No 29944 (*) De conformidad con la Única Disposición Complementaria Final del Decreto Supremo N° 227-2013-EF. Ley, 33.
Ellinger, J., Mess, F., Blaschke, S., & Mall, C. (2022). Health-related quality of life, motivational regulation and Basic Psychological Need Satisfaction in Education Outside the Classroom: an explorative longitudinal pilot study. BMC Public Health, 22(1), 1–15. https://doi.org/10.1186/s12889-021-12450-9
Espejo-Antúnez, L., Corrales-Serrano, M., Zamora-Polo, F., González-Velasco, M., & Cardero-Durán, M. de los Á. (2021). What are university professors’ motivations? A realistic approach to self-perception of a group of spanish university professors belonging to the g-9 group of universities. International Journal of Environmental Research and Public Health, 18(15). https://doi.org/10.3390/IJERPH18157976
García Velázquez, M. del R., & Hernández Gracia, T. J. (2013). Metodología de la investigación. Boletín Científico de Las Ciencias Económico Administrativas Del ICEA, 2(3). https://doi.org/10.29057/icea.v2i3.61
González Olivares, Á. L., Navarro, Ó., Sánchez-Verdejo, F. J., & Muelas, Á. (2020). Psychological Well-Being and Intrinsic Motivation: Relationship in Students Who Begin University Studies at the School of Education in Ciudad Real. Frontiers in Psychology, 11. https://doi.org/10.3389/FPSYG.2020.02054
Hamdallah, M. E., Srouji, A. F., & Mahadin, B. K. (2021). Intrinsic and extrinsic motivations on business school students’ aspirations: The gender role models perspective. Journal of Governance and Regulation, 10(4), 164–174. https://doi.org/10.22495/JGRV10I4ART15
Hornstra, L., Stroet, K., van Eijden, E., Goudsblom, J., & Roskamp, C. (2018). Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective. Educational Research and Evaluation, 24(3–5), 324–345. https://doi.org/10.1080/13803611.2018.1550841
İhtiyaroğlu, N. (2019). Analysis of the predictive role of teachers’ effective communication skills and motivation levels on classroom management profiles. Journal of Education and E-Learning Research, 6(1), 17–25. https://doi.org/10.20448/journal.509.2019.61.17.25
Jungert, T., Levine, S., & Koestner, R. (2020). Examining how parent and teacher enthusiasm influences motivation and achievement in STEM. Journal of Educational Research, 113(4), 275–282. https://doi.org/10.1080/00220671.2020.1806015
Jurisevic, M., Glazar, S., Pucko, C. R., & Devetak, I. (2008). Intrinsic motivation of pre-service primary school teachers for learning chemistry in relation to their academic achievement. International Journal of Science Education, 30(1), 87–107. https://doi.org/10.1080/09500690601148517
Koyanagi, Y., Aung, M. N., Yuasa, M., Sekine, M., & Takao, O. (2021). The relation between social capital and academic motivation of students: A study of health professional education in Japan. European Journal of Investigation in Health, Psychology and Education, 11(1), 129–141. https://doi.org/10.3390/EJIHPE11010011
López-Jurado-Puig, M; Gratacós-Casacuberta, G. (2013). Elegir enseñar: Propuesta del modelo antropológico aplicada al ámbito de la educación. Revista Semestral Del Departamento de Educación, 24, 125–147. https://dadun.unav.edu/handle/10171/29567
Lozano-Jiménez, J. E., Huéscar, E., & Moreno-Murcia, J. A. (2021). From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education. Frontiers in Psychology, 11. https://doi.org/10.3389/FPSYG.2020.579492
Muñoz-Fernández, G. A., Rodríguez-Gutiérrez, P., & Luque-Vílchez, M. (2018). Initial teacher training for secondary education in spain: Profile and motivations of the future teaching staff. Educacion XX1, 22(1), 71–92. https://doi.org/10.5944/EDUCXX1.20007
Nguyen, H. T. T. (2021). Boosting Motivation to Help Students to Overcome Online Learning Barriers in Covid-19 Pandemic: A Case Study. International Journal of Interactive Mobile Technologies, 15(10), 4–20. https://doi.org/10.3991/IJIM.V15I10.20319
Ordóñez, J. L., Méndez-Ulrich, J. L., & López, A. M. (2021). (Academic motivation and satisfaction among students of education: An international perspective). Educacion XX1, 24(1), 45–68. https://doi.org/10.5944/EDUCXX1.26491
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790–799. https://doi.org/10.1016/J.RECESP.2021.06.016
Panadero, E., Fraile, J., Pinedo, L., Rodríguez-Hernández, C., Balerdi, E., & Díez, F. (2022). Teachers’ Well-Being, Emotions, and Motivation During Emergency Remote Teaching Due to COVID-19. Frontiers in Psychology, 13, 1–14. https://doi.org/10.3389/fpsyg.2022.826828
Szulawski, M., Kaźmierczak, I., & Prusik, M. (2021). Is self-determination good for your effectiveness? A study of factors which influence performance within self-determination theory. PLoS ONE, 16(9 September). https://doi.org/10.1371/JOURNAL.PONE.0256558
Tenório, M. C. M., Tassitano, R. M., Weaver, R. G., & Lima, M. D. C. (2021). Effects of a teacher training intervention on teachers’ and students’ motivation to physical education class. Journal of Physical Education (Maringa), 32(1). https://doi.org/10.4025/JPHYSEDUC.V32I1.3208
Varella, M. A. C. (2021). Evolved Features of Artistic Motivation: Analyzing a Brazilian Database Spanning Three Decades. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.769915
Wu, X., & Tao, M. (2022). The Impact of Cooperative Learning on EFL Achievers’ and Underachievers’ Motivation Based on Marginal Utility. Journal of Language Teaching and Research, 13(2), 417–424. https://doi.org/10.17507/jltr.1302.24
Yağan, E., Özgenel, M., & Baydar, F. (2022). Professional self-understanding of teachers in different career stages: a phenomenological analysis. BMC Psychology, 10(1), 1–12. https://doi.org/10.1186/s40359-022-00769-w
Yang, J. (2021). Understanding and Enhancing Chinese TEFL Teachers’ Motivation for Continuing Professional Development Through the Lens of Self-Determination Theory. Frontiers in Psychology, 12. https://doi.org/10.3389/FPSYG.2021.768320
Ye, W., Ding, Y., Han, X., & Ye, W. (2022). Pre-service teachers’ teaching motivation and perceptions of teacher morality in China. Educational Studies, 2–19. https://doi.org/10.1080/03055698.2022.2037406
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Revista Científica Arbitrada Multidisciplinaria PENTACIENCIAS - ISSN 2806-5794.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
