Effects of teachers' beliefs related to teaching methods in classroom teaching and children's attitudes: In relation with teachers' orientation toward autonomy

Masaharu Kage, Hisashi Uebucui, Mayumi Oie

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The purpose of this study was to investigate how teachers' beliefs relating to autonomy and control behavior are reflected in classroom teaching, and the effects on pupils' attitudes and achievements. The subjects comprised 20 teachers and 659 first grade pupils. Study 1 investigated the relationship between teachers' beliefs and the attitudes and achievements of pupils. The results showed that the pupils of autonomy-oriented teachers had higher perceived competence and adapted themselves better to school than pupils with teachers who were more control-oriented. Study 2, through analysis of classroom teaching, investigated how teachers' beliefs about autonomy influenced their teaching behavior in the classroom. The study demonstrated that teachers' orientation toward autonomy was reflected in their teaching style and promoted pupils' learning motivation.

Original languageEnglish
Pages (from-to)192-202
Number of pages11
JournalJapanese Journal of Educational Psychology
Volume45
Issue number2
Publication statusPublished - 1997
Externally publishedYes

Fingerprint

Pupil
teaching method
Teaching
autonomy
classroom
pupil
teacher
pupil attitude
Behavior Control
behavior control
teaching style
learning motivation
Mental Competency
Motivation
Learning
school

Keywords

  • Analysis of classroom teaching
  • Autonomy-oriented
  • Control-oriented
  • Intrinstic motivation
  • Teachers' belief

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

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