Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning.

By G. Roth, A. Assor, Yaniv Kanat‐Maymon, Haya Kaplan. 2007

780 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ab8b9fd40184511fd619a8fc9a8647b05b72f067

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Teacher motivation: Definition, research development and implications for teachers (2016, methodology): “…on teacher motivation has established close relationship between teacher motivation and student learning, and studies under SDT framework suggested that teaching behaviour or styles could mediate the impact of teacher motivation on student motivation (e.g. Roth et al., 2007; Taylor et al., 2009).”
Work motivations as antecedents and outcomes of leadership: Integrating self-determination theory and the full range leadership theory (2020, background): “Indirect empirical support for work motivation as an antecedent to leadership is found in Roth et al. (2007) research on teachers; they showed that autonomously motivated teachers tended to use more transformational-like behaviors with their students.”
Pre-service teachers’ motivation, sense of teaching efficacy, and expectation of reality shock (2014, background): “Previous research has documented that teachers’ autonomous motivation for teaching has important implications for teaching practices and student outcomes (Malmberg, 2006; Roth et al., 2007).”
Teachers’ Engagement at Work: An International Validation Study (2012, background): “From a self-determination theory (SDT) perspective, work engagement is a marker of intrinsic motivation and is related to positive outcomes for teachers and students (e.g., Bakker & Bal, 2010; Roth et al., 2007).”
How Colleagues Can Support Each Other's Needs and Motivation: An Intervention on Employee Work Motivation (2018, background): “Further research could, for example, examine whether team interventions supporting the basic needs and autonomous motivation may also lead to positive outcomes such as learning (Roth et al., 2007), job performance (Moran et al.”
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive (2009, background): “They also report significantly less emotional exhaustion from teaching than do controlling teachers (Roth et al., 2007).”