2
Teachers’ perception of classes’ engagement, observed motivating teaching practices, and
students’ motivation: A mediation analysis.
The study based on self-determination theory delves into the intricate interplay between
teachers' perception of class engagement, their motivating teaching practices, and student's
motivation in the context of physical education. Motivation, a key factor in learning, has far-
reaching implications for academic achievement and well-being. The framework of self-
determination theory posits that teachers' practices play a pivotal role in shaping students'
motivation.
The introduction sets the stage by emphasizing the importance of motivation in learning
and the significant role of teachers' practices in influencing student motivation. Self-
determination theory is introduced as a guiding framework, emphasizing the impact of teachers'
behaviors on different types of student motivation. The literature review underlines the
connection between autonomous motivation, engagement, and future exercise participation. It
also underscores the need for teachers to foster autonomy, competence, and relatedness in their
teaching practices to enhance student motivation.
The results reveal that teachers' perceptions of class engagement positively correlated
with more need-supportive teaching practices. Teachers used more relatedness-support
behaviors, such as affection, interest, or emotional support, with classes that they perceived as
being more engaged (Skinner & Belmont,51993). Furthermore, need-supportive teaching
practices were found to influence students' autonomous motivation. Autonomy support and
structure emerged as crucial mediators in the relationship between teachers' perceptions of
engagement and students' autonomous motivation.
3
Teachers’ perception of classes’ engagement, observed motivating teaching practices, and
students’ motivation: A mediation analysis.
However, the study also acknowledges several limitations, including sample
homogeneity and scale-related challenges. Generalizing the findings may be limited, suggesting
the need for further research in diverse educational settings to validate the results.
While the study highlights the importance of cultivating supportive and engaging
teaching approaches to enhance student motivation and academic outcomes, it may be
considered that their perceptions of class engagement could be associated with positive emotions
that, in turn, positively predict the relatedness-supportive dimension of the motivating teaching
practices (Burel et al.,52021). (Amael André, 2023) The results emphasize the need for teachers
to be mindful of motivational inequalities within their classes and adopt strategies that promote
autonomy, competence, and relatedness to foster positive motivational outcomes among
students.
I resonate with the findings presented in this study that highlight the crucial role of
teachers' perceptions and practices in shaping students' motivation in the realm of physical
education. As someone who values education and the power of motivation in learning, I agree
that teachers play a pivotal role in fostering a supportive and engaging learning environment.
The emphasis on need-supportive teaching practices, such as nurturing autonomy, competence,
and relatedness, aligns closely with my beliefs about effective pedagogy. The study's focus on
the impact of teachers' perceptions of class engagement on student motivation resonates with me,
as it underscores the importance of teachers being attuned to their students' needs and tailoring
their practices accordingly to boost motivation and learning outcomes. This study serves as a
poignant reminder of educators' profound influence on shaping students' motivation and
4
Teachers’ perception of classes’ engagement, observed motivating teaching practices, and
students’ motivation: A mediation analysis.
underscores the significance of employing strategies that promote a positive and motivating
learning environment.
Proverbs 22:6 states: "Train up a child in the way he should go, and when he is old, he
will not depart from it." This verse emphasizes the critical role that educators, mentors, and
guides play in nurturing and shaping the paths of young individuals. It underscores the
significance of instilling positive values, knowledge, and motivation in students early on, as
these teachings have a lasting impact on their lives. Just as the scripture highlights the
importance of guidance and education in shaping individuals' future paths, the study's focus on
teachers' supportive practices resonates with the essence of Proverbs 22:6 in fostering growth,
motivation, and positive outcomes in students.
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Teachers’ perception of classes’ engagement, observed motivating teaching practices, and
students’ motivation: A mediation analysis.
References
André, A., Tessier, D., Louvet, B.5et al.5Teachers’ perception of classes’ engagement, observed
motivating teaching practices, and students’ motivation: A mediation analysis.Soc Psychol
Educ526, 1527–1542 (2023). https://doi.org/10.1007/s11218-023-09805-y
Zou, H., Yao, J., Zhang, Y., & Huang, X. (2023). The influence of teachers’ intrinsic motivation
on students’ intrinsic motivation: The mediating role of teachers’ motivating style and
teacher‐student relationships.5Psychology in the Schools,561(1), 272–286.
https://doi.org/10.1002/pits.230505
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