Education Journal

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The Effect of Instructor Career Motivation on Student Learning Strategies and Performance

Received: 16 September 2014    Accepted: 31 October 2014    Published: 10 November 2014
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Abstract

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.

DOI 10.11648/j.edu.20140306.14
Published in Education Journal (Volume 3, Issue 6, November 2014)
Page(s) 345-354
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Teacher Career Motivation, Student Performance, Learning Strategies, Orientations for Teaching Survey, Motivation Strategies to Learn Questionnaire

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Author Information
  • Faculty of Education, University of Cambridge, Cambridgeshire, UK

  • Department of Career and Employment Studies, Northern Caribbean University (NCU), Manchester, Jamaica

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    Paula A. Cruise, Camille Graham. (2014). The Effect of Instructor Career Motivation on Student Learning Strategies and Performance. Education Journal, 3(6), 345-354. https://doi.org/10.11648/j.edu.20140306.14

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    Paula A. Cruise; Camille Graham. The Effect of Instructor Career Motivation on Student Learning Strategies and Performance. Educ. J. 2014, 3(6), 345-354. doi: 10.11648/j.edu.20140306.14

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    AMA Style

    Paula A. Cruise, Camille Graham. The Effect of Instructor Career Motivation on Student Learning Strategies and Performance. Educ J. 2014;3(6):345-354. doi: 10.11648/j.edu.20140306.14

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  • @article{10.11648/j.edu.20140306.14,
      author = {Paula A. Cruise and Camille Graham},
      title = {The Effect of Instructor Career Motivation on Student Learning Strategies and Performance},
      journal = {Education Journal},
      volume = {3},
      number = {6},
      pages = {345-354},
      doi = {10.11648/j.edu.20140306.14},
      url = {https://doi.org/10.11648/j.edu.20140306.14},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.edu.20140306.14},
      abstract = {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.},
     year = {2014}
    }
    

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    T1  - The Effect of Instructor Career Motivation on Student Learning Strategies and Performance
    AU  - Paula A. Cruise
    AU  - Camille Graham
    Y1  - 2014/11/10
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    T2  - Education Journal
    JF  - Education Journal
    JO  - Education Journal
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    UR  - https://doi.org/10.11648/j.edu.20140306.14
    AB  - 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.
    VL  - 3
    IS  - 6
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