The good the bad and the ugly
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Transcript of The good the bad and the ugly
The good, the bad, and the ugly of pre-service teachers’ motivation
and emotions
Lia M. DanielsAssociate Professor
Department of Educational Psychology
Big IdeasWhat motivates
someone to teach?What makes a good
teacher?
Big IdeasWhat motivates
someone to teach?Differences in types of
motivationAchievement goal
theory
What makes a good teacher?Positive emotionsFeels confidentCommitted Prepared
Achievement Goal TheoryPersonal Goals
mastery-approach: desire to gain competence
performance-approach: desire to demonstrate competence relative to others
mastery-avoidance: desire to avoid being incompetent
performance-avoidance: desire to avoid demonstrating incompetence relative to others
Examples “I want to explore all
sources of information and learn as much as possible about music theory.”
“I want to have higher grades than Kelly.”
“I don’t want to overlook an important part of music theory.”
“I don’t want to do worse on this paper than Kelly.”
Elliot, 1999; Elliot & McGregor, 2001
Achievement Goal TheoryPersonal Goals
mastery-approach: desire to gain competence
performance-approach: desire to demonstrate competence relative to others
mastery-avoidance: desire to avoid being incompetent
performance-avoidance: desire to avoid demonstrating incompetence relative to others
Empirical Evidence
Elliot, 1999; Elliot & McGregor, 2001
Students’ mastery
goals
enjoyment, efficacy, effort,
persistence
boredom, procrastination,
cheating
Achievement Goal TheoryClassroom Goal
Structures the prevailing instructional
practices within a classroom
mastery goal structure: promotes learning and trying hard
performance goal structure: emphasizes demonstration of competence relative to others.
Examples “I plan on giving students
opportunities for revision before grading.”
“I plan on comparing student performance.”
TARGET System Task Autonomy Recognition Grouping Evaluation Timing
Ames, 1992; Linnenbrink, 2005; Urdan, 2004
Achievement Goal TheoryClassroom Goal
Structures the prevailing instructional
practices within a classroom
mastery goal structure: promotes learning and trying hard
performance goal structure: emphasizes demonstration of competence relative to others.
Empirical Evidence
Ames, 1992; Linnenbrink, 2005; Urdan, 2004
Mastery goal structures
efficacy, effort, persistence, belonging
cheating, avoidance coping,
withdrawal
Relationships
Mastery goal structures
efficacy, effort, persistence, belonging
cheating, avoidance coping,
withdrawal
Students’ mastery
goals
enjoyment, efficacy, effort,
persistence
boredom, procrastination,
cheating
Teachers’ personal
goals
help-seeking, efficacy,
interest, PD
burnout, sick days
Pre-service teachers’ personal
goals
?
?
Butler, 1997; Fasching et al., 2010; Lau & Nie, 2008; Nitsche et al., 2013; Retelsdorf et al., 2010; Wolters, 2004
Data SourcesParticipants: 579 pre-service teachers
Manitoba, n = 140 followed into practice n = 53Alberta, n = 439; 194 elementary; 229 secondary
Common measuresGoal Orientation Scale-R (Elliot & Murayama,
2008)Patterns of Adaptive Learning (Midgley et al.,
2000)Various measures of emotions and cognitions
Objective today is to describe the good, the bad, and the ugly
The Good
Classroom dynamics
Curriculum, Instruction,
and Assessment
Intrapersonal reflection
Ethics of teaching
Professional learning
community
Pre-service teachers’ perceptions of their education program influence their sense of readiness to teach
Five Program Factors
Indicators of readiness to teach
Daniels et al., 2011
The Good
Classroom dynamics
Curriculum, Instruction,
and Assessment
Intrapersonal reflection
Ethics of teaching
Professional learning
community
Pre-service teachers’ perceptions of their education program influence their sense of readiness to teach
Five Program Factors
Efficacy
Daniels et al., 2011
β= .23, p < .05
The Good
Classroom dynamics
Curriculum, Instruction,
and Assessment
Intrapersonal reflection
Ethics of teaching
Professional learning
community
Pre-service teachers’ perceptions of their education program influence their sense of readiness to teach
Five Program Factors
Commitment to teaching
Daniels et al., 2011
β=.23, p < .05
β=.21, p < .05
The Good
Classroom dynamics
Curriculum, Instruction,
and Assessment
Intrapersonal reflection
Ethics of teaching
Professional learning
community
Pre-service teachers’ perceptions of their education program influence their sense of readiness to teach
Five Program Factors
Anxiety
Daniels et al., 2011
β= -.24, p < .05
β= -.26, p < .05
β= .23, p < .05
The Good2. Pre-service teachers tend to hold adaptive
personal motivation beliefs
Mastery-app Perform-app Mastery-avd Performan-avd02468
101214
Elementary Secondary
Daniels, 2013
The Good
Motivation Commit Efficacy Enjoyment
Boredom Anxiety
Mastery-app
.10* .34** .34** -.14** .09
Mastery-avd
-.07 .13** .10* .01 .14**
Perform-app -.03 .15** .15** .05 .10*
Perf-avd -.04 .08 .03 .07 .10*
3. This adaptive motivation tends to be related to positive emotions and cognitions
**p < .01, *p < .05
Daniels, 2013
The Good4. Pre-service teachers have good intentions to
create optimally motivating classrooms for their students
Mastery structures Performance structures0
5
10
15
20
ElementarySecondary
Daniels, 2013
The Good
Intention Commit Efficacy Enjoyment
Boredom Anxiety
Mastery Practices
.13** .39** .36** -.17** .09
Performance Practices
.05 .01 -.06 .20** .14**
5. These intentions tend to be related to positive emotions and cognitions
Daniels, 2013
**p < .01, *p < .05
The Good6. Differences in pre-service teachers’ levels of
personal motivation lead to different predictions of their intended classroom mastery goals
Intended classroom mastery
goals
Personal mastery-approach
goalsβ = .98, p < .001
Elementary > High school
β = .53, p < .05
Daniels, Frenzel, et al., 2013
How do we increase pre-service teachers’
personal mastery-approach?
The Bad1. Pre-service teachers’ feel little responsibility for
motivation of their future students
Motivation Achievement Relationship Teaching0
1
2
3
4
5
6
7
Daniels, Radil, & Wagner, 2013
The Bad2. Pre-service teachers appear to not know what
to do to fulfill their responsibilities
Responsibility
Evidence Suggests My Results
Mastery Practices
Performance Practices
Mastery Practices
Performance Practices
Motivation + -
Achievement + +
Relationships + -
Teaching + -
Daniels, Radil, & Wagner, 2013
**p < .01, *p < .05
The Bad2. Pre-service teachers appear to not know what
to do to fulfill their responsibilities
Responsibility
Evidence Suggests My Results
Mastery Practices
Performance Practices
Mastery Practices
Performance Practices
Motivation + - .05 -.41**
Achievement + + -.29* .16
Relationships + - .26* .14
Teaching + - .05 -.13
Daniels, Radil, & Wagner, 2013
**p < .01, *p < .05
The Bad2. Pre-service teachers appear to not know what
to do to fulfill their responsibilities
Responsibility
Evidence Suggests My Results
Mastery Practices
Performance Practices
Mastery Practices
Performance Practices
Motivation .05 -.41**
Achievement -.29* .16
Relationships .26* .14
Teaching .05 -.13
Daniels, Radil, & Wagner, 2013
**p < .01, *p < .05
How do we increase pre-service teachers’
responsibility for motivation and equip them with practices?
The Ugly1. Pre-service teachers struggle to enact their
good intentions once they start practicing
7/53 participated in focus groups as well
B.Ed. Program
Consent to follow-up
Completed follow-up
Percent
Elementary
66 37 23 38% of original
Secondary 74 49 30 62% of consented
Total 140 86 53
Daniels, 2013
The Ugly
During B.Ed. During teaching14
15
16
17
18
During B.Ed. During Teaching9
10
11
12
13
14
Elementary Secondary
F (1,41) = 3.76 p = .06
Mastery Structures Performance Structures
F (1,41) = 6.31, p = .02
Daniels, 2013
The Ugly“You are in competition with other teachers. If
there’s too many teachers at your school, and there’s only one position the next year, you want to be the best you can be but you also want your principal to notice. It’s not a competition, but it is when you don’t have job it is a competition.”
“In my first year it was a big deal cause I felt like, I like to verify my existence in the school, like I had to prove that I was just as good as everyone else, but then after you kind of do that, then you’ve, I started to veer away from that.”
How do we sustain pre-service teachers’ good intentions once they start teaching?
Opportunities for Intervention
Sustain during
practice
Equip with practices
Increase responsibility
Promote personal mastery
Pre-testMastery GoalsPerformance Goals
AR
No AR
Post-testMastery GoalsPerformance Goals
Haynes, Daniels, et al., 2008
Sustain during
practice
Equip with practices
Increase responsibility
Promote personal mastery
Pre-test Post-test16
17
18
19
ARNo AR
Haynes, Daniels, et al., 2008
Mast
ery
Opportunities for Intervention
F (1,334) = 8.31, p < .01
Sustain during
practice
Equip with practices
Increase responsibility
Promote personal mastery
Pre-testResponsible for mot.Autonomy-support
Intervention
Control
Post-testResponsible for mot.Autonomy-support
Radil & Daniels, 2012
Opportunities for Intervention
Radil & Daniels, 2012
Resp
. fo
r M
ot
Sustain during
practice
Equip with practices
Increase responsibility
Promote personal mastery
Pre-test Post-test10
11
12
13
14
ExperimentalControl
Opportunities for Intervention
F (1,75) = 2.31, p = .13
Radil & Daniels, 2012
Sustain during
practice
Equip with practices
Increase responsibility
Promote personal mastery
Pre-test Post-test2.5
2.75
3
3.25
3.5
ExperimentalControl
Auto
nom
y
Opportunities for Intervention
F (1,60) = 8.07, p = .01
Daniels, 2006
Sustain during
practice
Equip with practices
Increase responsibility
Promote personal mastery
Pre-practicum Post-practicum5.5
5.75
6
6.25
6.5
Secondary
Middle
ElementaryRig
ht
Deci
sion
Opportunities for Intervention
F (2,179) = 7.42, p < .01
Fit with literatur
e
Observed
teacher practices
Self-reported teacher
practices
Good intentions
Lack specific practices
Low responsibilit
y
Pre-service teacher current
state
Motivation Intervention
Student identified
motivating classroom
High stakes
Low stakes
Other outcomes:
Classroom observation
tool
Teachers’ motivational practices questionnaire
(TMPQ)
Pedagogical resource videos
Sustain intentions
Gain specific
practices
Increase responsibilit
y
Pre-service teacher outcomes
Com
mit
ment,
Em
oti
ons,
Eng
agem
ent
Thank youFor more information email me:
[email protected] the ACME websitehttp://albertacentre4me.wordpress.com/