This study investigated and compared instructors’ and students’ characteristics that determine student learning strategies. Specifically, the study filled a key gap in the literature by examining the relationship between teacher career motivation and student learning effectiveness. Students and instructors from a public school in England completed the Motivated Strategies for Learning Questionnaire (MSLQ) and the Orientations for Teaching Survey (OTS), respectively, as well as demographic questions on age, gender, subject specialism and years of service. Findings revealed a significant effect of instructor career motivation on students’ use of resource management strategies (F (4, 22) = 5.02; p =.005; Wilks λ = 0.52), but no effect on students’ use of motivation (F (6, 20) = 1.23; p =.333; Wilks λ = 0.73) or cognitive and metacognitive strategies (F (5, 21) = 1.10; p =.389; Wilks λ = 0.79). Regression analyses found self-efficacy for learning had a mediating effect (R2 =.09; β = 1.96; p = .050) on the relationship between student gender and academic performance. Findings have implications for class goal-orientation and learning style assessment.
| Published in | Education Journal (Volume 3, Issue 6) |
| DOI | 10.11648/j.edu.20140306.14 |
| Page(s) | 345-354 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Teacher Career Motivation, Student Performance, Learning Strategies, Orientations for Teaching Survey, Motivation Strategies to Learn Questionnaire
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APA Style
Paula A. Cruise, Camille Graham. (2014). The Effect of Instructor Career Motivation on Student Learning Strategies and Performance. Education Journal, 3(6), 345-354. https://doi.org/10.11648/j.edu.20140306.14
ACS Style
Paula A. Cruise; Camille Graham. The Effect of Instructor Career Motivation on Student Learning Strategies and Performance. Educ. J. 2014, 3(6), 345-354. doi: 10.11648/j.edu.20140306.14
AMA Style
Paula A. Cruise, Camille Graham. The Effect of Instructor Career Motivation on Student Learning Strategies and Performance. Educ J. 2014;3(6):345-354. doi: 10.11648/j.edu.20140306.14
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Download@article{10.11648/j.edu.20140306.14,
author = {Paula A. Cruise and Camille Graham},
title = {The Effect of Instructor Career Motivation on Student Learning Strategies and Performance},
journal = {Education Journal},
volume = {3},
number = {6},
pages = {345-354},
doi = {10.11648/j.edu.20140306.14},
url = {https://doi.org/10.11648/j.edu.20140306.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140306.14},
abstract = {This study investigated and compared instructors’ and students’ characteristics that determine student learning strategies. Specifically, the study filled a key gap in the literature by examining the relationship between teacher career motivation and student learning effectiveness. Students and instructors from a public school in England completed the Motivated Strategies for Learning Questionnaire (MSLQ) and the Orientations for Teaching Survey (OTS), respectively, as well as demographic questions on age, gender, subject specialism and years of service. Findings revealed a significant effect of instructor career motivation on students’ use of resource management strategies (F (4, 22) = 5.02; p =.005; Wilks λ = 0.52), but no effect on students’ use of motivation (F (6, 20) = 1.23; p =.333; Wilks λ = 0.73) or cognitive and metacognitive strategies (F (5, 21) = 1.10; p =.389; Wilks λ = 0.79). Regression analyses found self-efficacy for learning had a mediating effect (R2 =.09; β = 1.96; p = .050) on the relationship between student gender and academic performance. Findings have implications for class goal-orientation and learning style assessment.},
year = {2014}
}
TY - JOUR T1 - The Effect of Instructor Career Motivation on Student Learning Strategies and Performance AU - Paula A. Cruise AU - Camille Graham Y1 - 2014/11/10 PY - 2014 N1 - https://doi.org/10.11648/j.edu.20140306.14 DO - 10.11648/j.edu.20140306.14 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 345 EP - 354 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20140306.14 AB - This study investigated and compared instructors’ and students’ characteristics that determine student learning strategies. Specifically, the study filled a key gap in the literature by examining the relationship between teacher career motivation and student learning effectiveness. Students and instructors from a public school in England completed the Motivated Strategies for Learning Questionnaire (MSLQ) and the Orientations for Teaching Survey (OTS), respectively, as well as demographic questions on age, gender, subject specialism and years of service. Findings revealed a significant effect of instructor career motivation on students’ use of resource management strategies (F (4, 22) = 5.02; p =.005; Wilks λ = 0.52), but no effect on students’ use of motivation (F (6, 20) = 1.23; p =.333; Wilks λ = 0.73) or cognitive and metacognitive strategies (F (5, 21) = 1.10; p =.389; Wilks λ = 0.79). Regression analyses found self-efficacy for learning had a mediating effect (R2 =.09; β = 1.96; p = .050) on the relationship between student gender and academic performance. Findings have implications for class goal-orientation and learning style assessment. VL - 3 IS - 6 ER -
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