Research Article
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Pre-service Teachers’ Reflections on Personal Responsibility for Student Motivation: A Video Vignette Study

Year 2020, Volume: 9 Issue: 2, 221 - 239, 31.08.2020

Abstract

Teachers assume personal responsibility in four domains: student motivation, student achievement, relationships with students, and the quality of their own teaching. In all existing research, pre-service and practicing teachers score lowest in the motivation domain. This may be because some teachers view motivation as a shared responsibility or one that is contingent on external factors. Thus, the purpose of this research was to examine pre-service teachers’ reflections on two different perspectives on personal responsibility for student motivation - one that reflected high internal unmitigated responsibility and one that reflected shared and contextualized responsibility. Pre-service teachers watched two video vignettes, and then reflected on the perspectives in an open-ended written format. The descriptive statistics confirmed that responsibility for motivation was the lowest of the four domains. Moreover, the percentage pre-service teacher felt responsible for student motivation predicted which video vignette they selected. Thematic analysis of pre-service teachers’ reflection revealed four themes that give insight to how pre-service teachers make sense of responsibility for student motivation: people responsible, external factors, strategies to support motivation, and emotions. The results are discussed in light of methodological, theoretical, and practical implications.

Supporting Institution

Social Science and Humanities Council of Canada (SSHRC) Insight Grant awarded to the first author.

Project Number

#435-2015-0216

References

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational psychology, 84(3), 261-271.
  • Ashton, P. (1985). Motivation and the teacher’s sense of efficacy. In C. Ames and R. Ames (Eds.), Research on motivation in education: Vol. 2. The classroom milieu (pp. 141-174). Academic Press.
  • Bacon, C. S. (1993). Student responsibility for learning. Adolescence, 28(109), 199-212.
  • Daniels, L.M., Goegan, L.D., Radil, A.I., & Dueck, B. S. (2020, June). Targeting Both Mindsets and Skills in a SMaRT Intervention for Pre-service Teachers. Paper to be presented at the biennial meeting of the SELF. Quebec, QB. Canada.
  • Daniels, L. M., Poth, C. A. & Goegan, L. D. (2018). Enhancing our understanding of teachers’ personal responsibility for student motivation: Mixed insights informing theory, measurement, and practice. Frontiers: Educational Psychology, 3, 91. Daniels, L. M., Radil, A., & Wagner, A. (2016). Concordance between pre-service teachers’ personal responsibilities and intended instructional practices. Journal of Experimental Education, 84, 529-553. doi:10.1080/00220973.2015.1054333.
  • Deci, E. L., Spiegel, N. H., Ryan, R. M., Koestner, R., & Kauffman, M. (1982). Effects of performance standards on teaching styles: behavior of controlling teachers. J. Educ. Psychol., 74(852). https://doi.org/ 10.1037/0022-0663.74.6.852
  • Eren, A. (2014). Uncovering the links between prospective teachers' personal responsibility, academic optimism, hope, and emotions about teaching: a mediation analysis. Soc. Psychol. Educ., 17, 73-104. https://doi.org/ 10.1007/s11218-013-9243-5
  • Eren, A. (2015). “Not only satisfied and responsible, but also hopeful”: prospective teachers' career choice satisfaction, hope, and personal responsibility. Camb. J. Educ., 45, 149-166. https://doi.org/ 10.1080/0305764X.2014.930417
  • Eren, A. (2017). Investigating prospective teachers' teaching-specific hopes as predictors of their sense of personal responsibility. Asia-Pac. J. Teach. Educ., 45, 267-284. https://doi.org/ 10.1080/1359866X.2016.1169507
  • Eren, A., & Çetin, G. (2019). Pre-service teachers’ beliefs about the teaching profession, curriculum orientations, and personal responsibility. Curriculum Perspectives, 39(1), 19-32.
  • Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children's self-determination and performance. J. Pers. Soc. Psychol., 59, 916-924. https://doi.org/ 10.1037/0022-3514.59.5.916
  • Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Educational psychology handbook series. International handbook of emotions in education (p. 494-518). Routledge/Taylor & Francis Group
  • Fulmer, S. M., & Frijters, J. C. (2009). A review of self-report and alternative approaches in the measurement of student motivation. Educational Psychology Review, 21(3), 219-246.
  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
  • Gogol, K., Brunner, M., Goetz, T., Martin, R., Ugen, S., Keller, U., Fischbach, A., & Preckel, F. (2014). “My questionnaire is too long!” The assessments of motivational-affective constructs with three-item and single-item measures. Contemporary Educational Psychology, 39(3), 188-205.
  • Guskey, T. R. (1981). Measurement of the responsibility teachers assume for academic successes and failures in the classroom. J. Teach. Educ., 32, 44-51. https://doi.org/ 10.1177/002248718103200310
  • Hazel, N. (1995). Elicitation Techniques with Young People, Social Research Update, Issue 12, Department of Sociology, University of Surrey, http://www.soc.surrey.ac.uk/sru/SRU12.html.
  • Helker, K., & Wosnitza, M. (2014). Responsibility in the school context - Development and validation of a heuristic framework. Frontline Learning Research, 2(2), 115-139.
  • Helker, K., & Wosnitza, M. (2016). The interplay of students’ and parents’ responsibility judgements in the school context and their associations with student motivation and achievement. International Journal of Educational Research, 76, 34-49. https://doi.org/ 10.1016/j.ijer.2016.01.001
  • Hsieh, H.-F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
  • Klassen, R. M., Tze, V. M., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise?. Educational psychology review, 23(1), 21-43.
  • Larrivee, B. (2000). Transforming teacher practice: Becoming the critically reflective teacher. Reflective Practice, 1, 293-307. https://doi.org/10.1080/14623940020025561
  • Lauermann, F. (2014). Teacher responsibility from the teachers' perspective. Int. J. Educ. Res., 65, 75-89. https://doi.org/10.1016/j.ijer.2013.09.005
  • Lauermann, F., & Karabenick, S. A. (2009). “The many faces of teacher responsibility,” in Paper Presented at the 13th European Association for Research on Learning and Instruction Biennial Conference (EARLI) (Amsterdam).
  • Lauermann, F., & Karabenick, S. A. (2011). Taking Teacher Responsibility Into Account(ability): Explicating its multiple components and theoretical status. Educational Psychologist, 46(2), 122-140.
  • Lauermann, F., & Karabenick, S. A. (2013). The meaning and measure of teachers' sense of responsibility for educational outcomes. Teach. Teach. Educ., 30, 13-26. https://doi.org/ 10.1016/j.tate.2012.10.001
  • Lewis, R. (2001). Classroom discipline and student responsibility: The students' view. Teaching and Teacher Education, 17(3), 307-319. https://doi.org/10.1016/S0742-051X(00)00059-7
  • Matteucci, M. C., & Helker, K. (2018). Who is responsible for educational outcomes? Responsibility ascriptions for educational outcomes in a sample of Italian teachers, parents, and students. Learning and Individual Differences, 61, 239-249. https://doi.org/ 10.1016/j.lindif.2017.12.009
  • Nederhof, A. J. (1985). Methods of coping with social desirability bias: A review. European Journal of Social Psychology, 15(3), 263-280. https://doi.org/10.1002/ejsp.2420150303
  • Pelletier, L., Seguin-Levesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. J. Educ. Psychol., 94, 186-196. https://doi.org/ 10.1037//0022-0663.94.1.186
  • Rotter, J. B. (1954). Social learning and clinical psychology. Prentice-Hall, Inc.
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
  • Ryan, R. M., & Weinstein, N. (2009). Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing. Theory Res. Educ., 7, 224-233. https://doi.org/ 10.1177/1477878509104327
  • Sansone, C., & Harackiewicz, J. M. (Eds.). (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. Elsevier.
  • Tsang, K. K. (2011). Emotional labor of teaching. Educational Research, 2(8), 1312-1316.
  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.
  • Weinstein, C. S. (1990). Prospective elementary teachers' beliefs about teaching: Implications for teacher education. Teaching and teacher education, 6(3), 279-290.
  • Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.
  • Yin, H., Huang, S., & Chen, G. (2019). The Relationships between Teachers’ Emotional Labor and Their Burnout and Satisfaction: A Meta-Analytic Review. Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.100283
Year 2020, Volume: 9 Issue: 2, 221 - 239, 31.08.2020

Abstract

Project Number

#435-2015-0216

References

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational psychology, 84(3), 261-271.
  • Ashton, P. (1985). Motivation and the teacher’s sense of efficacy. In C. Ames and R. Ames (Eds.), Research on motivation in education: Vol. 2. The classroom milieu (pp. 141-174). Academic Press.
  • Bacon, C. S. (1993). Student responsibility for learning. Adolescence, 28(109), 199-212.
  • Daniels, L.M., Goegan, L.D., Radil, A.I., & Dueck, B. S. (2020, June). Targeting Both Mindsets and Skills in a SMaRT Intervention for Pre-service Teachers. Paper to be presented at the biennial meeting of the SELF. Quebec, QB. Canada.
  • Daniels, L. M., Poth, C. A. & Goegan, L. D. (2018). Enhancing our understanding of teachers’ personal responsibility for student motivation: Mixed insights informing theory, measurement, and practice. Frontiers: Educational Psychology, 3, 91. Daniels, L. M., Radil, A., & Wagner, A. (2016). Concordance between pre-service teachers’ personal responsibilities and intended instructional practices. Journal of Experimental Education, 84, 529-553. doi:10.1080/00220973.2015.1054333.
  • Deci, E. L., Spiegel, N. H., Ryan, R. M., Koestner, R., & Kauffman, M. (1982). Effects of performance standards on teaching styles: behavior of controlling teachers. J. Educ. Psychol., 74(852). https://doi.org/ 10.1037/0022-0663.74.6.852
  • Eren, A. (2014). Uncovering the links between prospective teachers' personal responsibility, academic optimism, hope, and emotions about teaching: a mediation analysis. Soc. Psychol. Educ., 17, 73-104. https://doi.org/ 10.1007/s11218-013-9243-5
  • Eren, A. (2015). “Not only satisfied and responsible, but also hopeful”: prospective teachers' career choice satisfaction, hope, and personal responsibility. Camb. J. Educ., 45, 149-166. https://doi.org/ 10.1080/0305764X.2014.930417
  • Eren, A. (2017). Investigating prospective teachers' teaching-specific hopes as predictors of their sense of personal responsibility. Asia-Pac. J. Teach. Educ., 45, 267-284. https://doi.org/ 10.1080/1359866X.2016.1169507
  • Eren, A., & Çetin, G. (2019). Pre-service teachers’ beliefs about the teaching profession, curriculum orientations, and personal responsibility. Curriculum Perspectives, 39(1), 19-32.
  • Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children's self-determination and performance. J. Pers. Soc. Psychol., 59, 916-924. https://doi.org/ 10.1037/0022-3514.59.5.916
  • Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Educational psychology handbook series. International handbook of emotions in education (p. 494-518). Routledge/Taylor & Francis Group
  • Fulmer, S. M., & Frijters, J. C. (2009). A review of self-report and alternative approaches in the measurement of student motivation. Educational Psychology Review, 21(3), 219-246.
  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
  • Gogol, K., Brunner, M., Goetz, T., Martin, R., Ugen, S., Keller, U., Fischbach, A., & Preckel, F. (2014). “My questionnaire is too long!” The assessments of motivational-affective constructs with three-item and single-item measures. Contemporary Educational Psychology, 39(3), 188-205.
  • Guskey, T. R. (1981). Measurement of the responsibility teachers assume for academic successes and failures in the classroom. J. Teach. Educ., 32, 44-51. https://doi.org/ 10.1177/002248718103200310
  • Hazel, N. (1995). Elicitation Techniques with Young People, Social Research Update, Issue 12, Department of Sociology, University of Surrey, http://www.soc.surrey.ac.uk/sru/SRU12.html.
  • Helker, K., & Wosnitza, M. (2014). Responsibility in the school context - Development and validation of a heuristic framework. Frontline Learning Research, 2(2), 115-139.
  • Helker, K., & Wosnitza, M. (2016). The interplay of students’ and parents’ responsibility judgements in the school context and their associations with student motivation and achievement. International Journal of Educational Research, 76, 34-49. https://doi.org/ 10.1016/j.ijer.2016.01.001
  • Hsieh, H.-F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
  • Klassen, R. M., Tze, V. M., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise?. Educational psychology review, 23(1), 21-43.
  • Larrivee, B. (2000). Transforming teacher practice: Becoming the critically reflective teacher. Reflective Practice, 1, 293-307. https://doi.org/10.1080/14623940020025561
  • Lauermann, F. (2014). Teacher responsibility from the teachers' perspective. Int. J. Educ. Res., 65, 75-89. https://doi.org/10.1016/j.ijer.2013.09.005
  • Lauermann, F., & Karabenick, S. A. (2009). “The many faces of teacher responsibility,” in Paper Presented at the 13th European Association for Research on Learning and Instruction Biennial Conference (EARLI) (Amsterdam).
  • Lauermann, F., & Karabenick, S. A. (2011). Taking Teacher Responsibility Into Account(ability): Explicating its multiple components and theoretical status. Educational Psychologist, 46(2), 122-140.
  • Lauermann, F., & Karabenick, S. A. (2013). The meaning and measure of teachers' sense of responsibility for educational outcomes. Teach. Teach. Educ., 30, 13-26. https://doi.org/ 10.1016/j.tate.2012.10.001
  • Lewis, R. (2001). Classroom discipline and student responsibility: The students' view. Teaching and Teacher Education, 17(3), 307-319. https://doi.org/10.1016/S0742-051X(00)00059-7
  • Matteucci, M. C., & Helker, K. (2018). Who is responsible for educational outcomes? Responsibility ascriptions for educational outcomes in a sample of Italian teachers, parents, and students. Learning and Individual Differences, 61, 239-249. https://doi.org/ 10.1016/j.lindif.2017.12.009
  • Nederhof, A. J. (1985). Methods of coping with social desirability bias: A review. European Journal of Social Psychology, 15(3), 263-280. https://doi.org/10.1002/ejsp.2420150303
  • Pelletier, L., Seguin-Levesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. J. Educ. Psychol., 94, 186-196. https://doi.org/ 10.1037//0022-0663.94.1.186
  • Rotter, J. B. (1954). Social learning and clinical psychology. Prentice-Hall, Inc.
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
  • Ryan, R. M., & Weinstein, N. (2009). Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing. Theory Res. Educ., 7, 224-233. https://doi.org/ 10.1177/1477878509104327
  • Sansone, C., & Harackiewicz, J. M. (Eds.). (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. Elsevier.
  • Tsang, K. K. (2011). Emotional labor of teaching. Educational Research, 2(8), 1312-1316.
  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.
  • Weinstein, C. S. (1990). Prospective elementary teachers' beliefs about teaching: Implications for teacher education. Teaching and teacher education, 6(3), 279-290.
  • Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.
  • Yin, H., Huang, S., & Chen, G. (2019). The Relationships between Teachers’ Emotional Labor and Their Burnout and Satisfaction: A Meta-Analytic Review. Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.100283
There are 39 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Lia Danıels 0000-0001-9202-2538

Bryce Dueck

Lauren Goegan This is me

Project Number #435-2015-0216
Publication Date August 31, 2020
Published in Issue Year 2020 Volume: 9 Issue: 2

Cite

APA Danıels, L., Dueck, B., & Goegan, L. (2020). Pre-service Teachers’ Reflections on Personal Responsibility for Student Motivation: A Video Vignette Study. Journal of Teacher Education and Educators, 9(2), 221-239.