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The Effect of Instructor Career Motivation on Student Learning Strategies and Performance
Education Journal
Volume 3, Issue 6, November 2014, Pages: 345-354
Received: Sep. 16, 2014; Accepted: Oct. 31, 2014; Published: Nov. 10, 2014
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Paula A. Cruise, Faculty of Education, University of Cambridge, Cambridgeshire, UK
Camille Graham, Department of Career and Employment Studies, Northern Caribbean University (NCU), Manchester, Jamaica
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This study investigated and compared instructors’ and students’ characteristics that determine student learning strategies. Specifically, the study filled a key gap in the literature by examining the relationship between teacher career motivation and student learning effectiveness. Students and instructors from a public school in England completed the Motivated Strategies for Learning Questionnaire (MSLQ) and the Orientations for Teaching Survey (OTS), respectively, as well as demographic questions on age, gender, subject specialism and years of service. Findings revealed a significant effect of instructor career motivation on students’ use of resource management strategies (F (4, 22) = 5.02; p =.005; Wilks λ = 0.52), but no effect on students’ use of motivation (F (6, 20) = 1.23; p =.333; Wilks λ = 0.73) or cognitive and metacognitive strategies (F (5, 21) = 1.10; p =.389; Wilks λ = 0.79). Regression analyses found self-efficacy for learning had a mediating effect (R2 =.09; β = 1.96; p = .050) on the relationship between student gender and academic performance. Findings have implications for class goal-orientation and learning style assessment.
Teacher Career Motivation, Student Performance, Learning Strategies, Orientations for Teaching Survey, Motivation Strategies to Learn Questionnaire
To cite this article
Paula A. Cruise, Camille Graham, The Effect of Instructor Career Motivation on Student Learning Strategies and Performance, Education Journal. Vol. 3, No. 6, 2014, pp. 345-354. doi: 10.11648/
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