Naslov
Developing a questionnaire for assessing teachers motivational strategies

Autori
Matešić, Krunoslav ; Haramina, Ana ; Mališa Snježana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Psihološka obzorja / Horizons of Psychology: Book of Abstracts / Podlesek, Anja - Ljubljana : Društvo psihologov Slovenije, 2018, 95-96

Skup
13th Alps-Adria Psychology Conference (AAPC18)

Mjesto i datum
Ljubljana, Slovenija, 27.09.2018. - 29.09.2018

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
visible learning, teachers’ motivational strategies, motivation questionnaire

Sažetak
In accordance with the vision of visible learning, there is no single way that teaching has the maximum effect on student learning or a set of principles that are applicable to all learners of all students. Research on the use of motivational strategies, according to the assumptions of some motivational theories suitable for teaching work, such as attribution theory, self-efficacy and self-determination, as well as need used by teachers in the design of teaching has in the result achieved a better focus on dimensions corresponding to some principles of teaching practice of visible learning. The aim of this study was to construct and validate a questionnaire for assessing teachers’ motivational strategies. There were 823 students who participated in this study. All students attended 3rd grade of high school. All participants had to complete the Motivation Questionnaire for Students. The Motivation Questionnaire for Students has been developed to measure which methods teachers use to motivate their students. The questionnaire is composed of 37 items on a 5- point Likert scale. In order to determine the dimensionality and constructive validity of the motivational questionnaire, we used exploratory factor analysis. After the first order factor analysis was performed, we used the obtained factor scores for the second factor analysis (hierarchical factor analysis). The second factor analysis yielded two factors explaining 52% variance. The results show that this factor solution can supports the theory of visible learning.

Izvorni jezik
Engleski

POVEZANOST RADA