Learning motivation has an important impact on students' academic performance and academic achievement. How to improve students' learning motivation more effectively has always been an important topic in psychology and pedagogy. In the research on the influencing factors of students' learning motivation, teachers' motivating styles is one of the important topics concerned by researchers. In the past research on motivating styles, it is mainly divided into two categories: independent support type and control type. Different types of motivating styles often have different effects on students' learning motivation. However, due to the great differences in the physical and mental development of students in different stages, the influence of teachers' motivating styles on students' learning motivation is also different. Therefore, this study takes the differences of students' learning motivation in different stages as the starting point to explore the impact of head teachers' motivating styles on students' learning motivation in different stages. It aims to provide ideas for further improving the learning motivation of students in different stages, and also provide a more targeted perspective for teachers in different stages in the choice of incentive methods.
Based on the theory of self-determination, 2235 students from ten grades (including the third grade of primary school to the third grade of senior high school) of primary and secondary schools in the Kulun Banner area of Inner Mongolia were investigated by using the perceived teacher incentive Style Questionnaire (including Learning Climate Questionnaire and Controlling Teacher Scale) and academic self-regulation scale (student learning Motivation Scale), The teacher incentive style self-assessment scale (virtual school question questionnaire) was used to test 58 head teachers in students' class, and the HLM hierarchical linear model was established to process the relevant data to explore the difference of the impact of head teachers on students' learning motivation among different classes. The results indicated that:
(1) Students' intrinsic learning motivation decreased with the increase of grade, and the intrinsic motivation of students in secondary school was lower than that of primary school; while the change of students' extrinsic motivation with grade increase was the trend of first decreasing and then slowly rising; the intrinsic motivation score of students in primary school was significantly higher than that of extrinsic motivation, while the extrinsic motivation of students in high school was greater than the intrinsic motivetion score.
(2) The motivational style of the class teacher at the primary school stage is more autonomous and supportive, the motivational style of the class teacher at the junior high school stage is more controlled, and the motivational style of the class teacher at the high school stage is somewhere in between.
(3) There is a positive correlation between students' intrinsic learning motivation and the total score of teachers' independent support dimension, which is statistically significant;
(4) The difference of the influence of head teacher's incentive style on students' learning motivation is mainly reflected in the control dimension. Specifically, the correlation between students' intrinsic motivation and the total score of teachers' control dimension is not significant. There is a marginal negative correlation between students' intrinsic learning motivation and the total score of teachers' control dimension in junior middle school and senior high schoolo。
(5)There was no significant correlation between the extrinsic motivation of students in different stages and the total score of teachers' incentive style and the scores of each subscale.
The results further reveal the differences of the impact of head teachers' incentive style on students' learning motivation in the learning stage, provide suggestions and empirical reference for students' learning motivation and teachers' incentive methods, At the same time, it enriches the relevant research in the field of self-determination theory under China's national conditions.
修改评论