Abstract
The purpose of this study was to investigate how teachers' beliefs relating to autonomy and control behavior are reflected in classroom teaching, and the effects on pupils' attitudes and achievements. The subjects comprised 20 teachers and 659 first grade pupils. Study 1 investigated the relationship between teachers' beliefs and the attitudes and achievements of pupils. The results showed that the pupils of autonomy-oriented teachers had higher perceived competence and adapted themselves better to school than pupils with teachers who were more control-oriented. Study 2, through analysis of classroom teaching, investigated how teachers' beliefs about autonomy influenced their teaching behavior in the classroom. The study demonstrated that teachers' orientation toward autonomy was reflected in their teaching style and promoted pupils' learning motivation.
| Original language | English |
|---|---|
| Pages (from-to) | 192-202 |
| Number of pages | 11 |
| Journal | Japanese Journal of Educational Psychology |
| Volume | 45 |
| Issue number | 2 |
| Publication status | Published - 1997 |
| Externally published | Yes |
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Keywords
- Analysis of classroom teaching
- Autonomy-oriented
- Control-oriented
- Intrinstic motivation
- Teachers' belief
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
Effects of teachers' beliefs related to teaching methods in classroom teaching and children's attitudes : In relation with teachers' orientation toward autonomy. / Kage, Masaharu; Uebuchi, Hisashi; Oie, Mayumi.
In: Japanese Journal of Educational Psychology, Vol. 45, No. 2, 1997, p. 192-202.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Effects of teachers' beliefs related to teaching methods in classroom teaching and children's attitudes
T2 - In relation with teachers' orientation toward autonomy
AU - Kage, Masaharu
AU - Uebuchi, Hisashi
AU - Oie, Mayumi
PY - 1997
Y1 - 1997
N2 - The purpose of this study was to investigate how teachers' beliefs relating to autonomy and control behavior are reflected in classroom teaching, and the effects on pupils' attitudes and achievements. The subjects comprised 20 teachers and 659 first grade pupils. Study 1 investigated the relationship between teachers' beliefs and the attitudes and achievements of pupils. The results showed that the pupils of autonomy-oriented teachers had higher perceived competence and adapted themselves better to school than pupils with teachers who were more control-oriented. Study 2, through analysis of classroom teaching, investigated how teachers' beliefs about autonomy influenced their teaching behavior in the classroom. The study demonstrated that teachers' orientation toward autonomy was reflected in their teaching style and promoted pupils' learning motivation.
AB - The purpose of this study was to investigate how teachers' beliefs relating to autonomy and control behavior are reflected in classroom teaching, and the effects on pupils' attitudes and achievements. The subjects comprised 20 teachers and 659 first grade pupils. Study 1 investigated the relationship between teachers' beliefs and the attitudes and achievements of pupils. The results showed that the pupils of autonomy-oriented teachers had higher perceived competence and adapted themselves better to school than pupils with teachers who were more control-oriented. Study 2, through analysis of classroom teaching, investigated how teachers' beliefs about autonomy influenced their teaching behavior in the classroom. The study demonstrated that teachers' orientation toward autonomy was reflected in their teaching style and promoted pupils' learning motivation.
KW - Analysis of classroom teaching
KW - Autonomy-oriented
KW - Control-oriented
KW - Intrinstic motivation
KW - Teachers' belief
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UR - http://www.scopus.com/inward/citedby.url?scp=0031478133&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0031478133
VL - 45
SP - 192
EP - 202
JO - Japanese Journal of Educational Psychology
JF - Japanese Journal of Educational Psychology
SN - 0021-5015
IS - 2
ER -