Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types

By Robert H. Stupnisky, Allison BrckaLorenz, B. Yuhas, F. Guay. 2018

159 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e2130cf466d82c410b12b7af4f40cb5621936804

Citations in the corpus

• The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “Furthermore, as recent research in the context of higher education demonstrates that autonomous motivation to teach relates to more need-sup-portive teaching (Stupnisky et al. 2018), teachers’ type of motivation (i.e., autonomous, controlled and amotivation) was included as a motivational predictor.”