El rol de la motivación en los efectos de las relaciones profesor-estudiante en el rendimiento de la lengua extranjera
DOI:
https://doi.org/10.30827/portalin.vi33.26641Palabras clave:
relaciones profesor-alumno, motivación intrínseca, motivación extrínseca, teoría de la autodeterminación, modelo de mediación múltipleResumen
El presente estudio investigó si las creencias motivacionales de los estudiantes actúan como mediadores en la asociación entre las relaciones profesor-alumno (TSR) y el rendimiento de un idioma extranjero con un modelo de mediación múltiple. Además, esta investigación examinó si los roles mediadores de la motivación intrínseca y extrínseca difieren. Se eligieron 1171 alumnos de octavo grado (583 hombres, 588 mujeres) con muestreo intencional en China. En octubre de 2017, se aplicaron a los estudiantes las pruebas de TSR, la motivación intrínseca y extrínseca y la prueba de inglés como idioma extranjero (EFL) basadas en el plan de estudios nacional. Los resultados mostraron que el vínculo positivo entre TSR y el desempeño de un idioma extranjero está parcialmente mediado por la motivación intrínseca y extrínseca, y el efecto de mediación de la motivación intrínseca es significativamente mayor que el de la motivación extrínseca, controlando el género y el estatus socioeconómico. Los resultados indicaron que los TSR de apoyo pueden ayudar a los alumnos a mejorar su dominio del idioma extranjero ya que promueven su motivación, especialmente la motivación intrínseca. Los resultados actuales pueden tener importantes implicaciones teóricas y prácticas para la formación del profesorado y el aprendizaje de lenguas extranjeras.
Descargas
Los datos de descargas todavía no están disponibles.
Citas
Barile, J. P., Donohue, D. K., Anthony, E. R., Baker, A. M., Weaver, S. R., & Henrich, C. C. (2012). Teacher-student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence, 41(3), 256-267.
Bowlby, J. (1980). Attachment and loss: Vol. 3. Loss, sadness, and depression. New York: Basic Books.
Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2011). Classroom emotional climate, teacher affiliation, and student conduct. Journal of Classroom Interaction, 46(1), 27-36.
Cerasoli, C. P. (2012). Incentives, intrinsic motivation, and performance: A meta-analysis and theoretical reconciliation. Academy of Management Meeting, 1, 1-1.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014a). Intrinsic motivation, performance, and the mediating role of mastery goal orientation: A test of self-determination theory. The Journal of Psychology, 148(3), 267-286.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014b). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980-1008.
Claessens, L. C. A., van Tartwijk, J., van der Want, A. C., Pennings, H. J. M., Verloop, N., den Brok, P. J., & Wubbels, T. (2017). Positive teacher-student relationships go beyond the classroom, problematic ones stay inside. The Journal of Educational Research, 110(5), 478-493.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A metaanalysis. Review of Educational Research, 77(1), 113-143.
Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85-107). Oxford, UK: Oxford University Press, Inc.
Fadlelmula, F. K., Cakiroglu, E., & Sungur, S. (2015). Developing a structural model on the relationship among motivational belief, self-regulated learning strategies, and achievement in mathematics. International Journal of Science and Math Education, 13, 1355-1374.
Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234-248.
Haakma, I., Janssen, M., & Minnaert, A. (2017) Intervening to improve teachers’ need-supportive behavior using self-determination theory: Its effects on teachers and on the motivation of students with deaf blindness. International Journal of Disability, Development and Education, 64(3), 310-327.
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-967.
Henry, A., & Thorsen, C. (2018). Teacher-student relationships and L2 motivation. The Modern Language Journal, 102(1), 218-241.
Huan, V. S., Quek, G. C. L., Yeo, L. S., Ang, R. P., & Chong, W. H. (2012). How teacher-student relationship influenced student attitude towards teachers and school. Asia-Pacific Education Researcher, 21(1), 151-159.
Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of TSR qualities on academic adjustment. The Elementary School Journal, 112(1), 38-60.
Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher-student support, effortful engagement, and achievement: A three year longitudinal study. Journal of Educational Psychology, 100(1), 1-14.
Hughes, J. N., Wu, J.Y., Kwok, O. M., Villarreal, V., & Johnson, A. Y. (2012). Indirect effects of child reports of teacher-student relationship on achievement. Journal of Educational Psychology, 104(2), 350-365.
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600.
Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. The Journal of Experimental Education, 84(4), 686-701.
Joe, H. K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133-144.
Katja, K., & Sara, T. (2016). Teacher-student relationship and academic achievement: A crosslagged longitudinal study on three different age groups. European Journal of Psychology of Education, 29(3), 409-428.
Klee, C. A. (2009). Internationalization and foreign languages: The resurgence of interest in language across the curriculum. Modern Language Journal, 93(4), 618-621.
Law, W. W. (2014). Understanding China’s curriculum reform for the 21st century. Journal of Curriculum Studies, 46(3), 332-360.
Lee, J. C., Yin, H., & Zhang, Z. (2009). Exploring the influence of the classroom environment on students’ motivation and self-regulated learning in Hong Kong. Asia-Pacific Education Researcher, 18(2), 219-232.
Li, Y., Hughes, J. N., Kwok, O., & Hsu, H. (2011). Evidence of convergent and divergent validity of child, teacher, and peer reports of teacher-student support. Psychological Assessment, 23(23), 44-63.
Liu, Y. B., & Fang, Y. P. (2009). Basic education reform in China: Globalization with Chinese characteristics. Asia Pacific Journal of Education, 29(4), 407-412.
Ma, L. H., Du, X. F., Hau, K. T, & Liu, J. (2018). The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model. Educational Psychology, 38(5), 687-707.
Ma, L. H., Du, X. F., & Liu, J. (2018). Intrinsic and extrinsic value for English learning: Mediating effects of self-efficacy in Chinese EFL context. Chinese Journal of Applied Linguistics, 41(2), 150-168.
Malmqvist, A. (2010). Interests and strategies in foreign language reading: As reading students and students of English texts reading and understanding. Language Awareness, 19(1), 69-72.
Morten, M. (2012). The model size effect in SEM: Inflated goodness-of-fit statistics are due to the size of the covariance matrix. Structural Equation Model-A Multidisciplinary Journal, 19(1), 86-89.
Murray, C., & Greenberg, M. T. (2006). Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. The Journal of Special Education, 39, 220-233.
Muthén, L. K., & Muthén, B. O. (2012). Mplus user’s guide (7ed). CA: Los Angeles.
Opdenakker, M. C., Maulana, R., & den Brok, P. (2012). Teacher-student interpersonal relationships and academic motivation within one school year: Developmental changes and linkage. School Effectiveness and School Improvement, 23(1), 95-119.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444-458.
Preacher, K., & Hayes, A. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891.
Quin, D. (2017). Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345-387.
Roorda, D., Koomen, H., Spilt, J., & Oort, F. (2011). The influence of affective TSRs on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publishing.
Saft, E. W., & Pianta, R. C. (2001). Teachers’ perceptions of their relationships with student: Effects of child age, gender, and ethnicity of teachers and children. School Psychology Quarterly, 16(2), 125-141.
Sun, J. (2005). Assessing goodness of fit in confirmatory factor analysis. Measurement and Evaluation in Counseling and Development, 37(4), 240-256.
Telli, S., den Brok, P., & Cakiroglu, J. (2010). The importance of teacher-student interpersonal relationships for Turkish students’ attitudes towards science. Research in Science & Technological Education, 28(3), 261-276.
Velayutham, S., & Aldridge, J. M. (2013). Influence of psychosocial classroom environment on students’ motivation and self-regulation in science learning: A structural equation modeling approach. Research in Science Education, 43(2), 507-527.
Verschueren, K., & Koomen, H. M. (2012). Teacher-child relationships from an attachment perspective. Attachment & Human Development, 14(3), 205-211.
Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic performance: A meta-analysis. Psychological Bulletin, 140(4), 1174-1204.
Walton, G. M., Cohen, G. L., Cwir, D., & Spencer, S. J. (2012). Mere belonging: The power of social connections. Journal of Personality and Social Psychology, 102(3), 513-532.
Wang, C. L., & Liou, P. Y. (2017). Students’ motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan. International Journal of Science Education, 39(7), 898-917.
Wei, M., Zhou, Y., Barber, C., & den Brok, P. (2015). Chinese students’ perceptions of teacherstudent interpersonal behavior and implications. System, 55, 134-144.
Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202.
White, K. M. (2013). Associations between teacher-child relationships and children’s writing in kindergarten and first grade. Early Childhood Research Quarterly, 28(1), 166-176.
Williams, J., & MacKinnon, D. (2008). Resampling and distribution of the product methods for testing indirect effects in complex models. Structural Equation Modeling, 15(1), 23-51.
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on TSRs in class. International Journal of Education Research, 43, 6-24.
Yıldırım, S. (2012). Teacher support, motivation, learning strategy use and achievement: A multilevel mediation model. The Journal of Experimental Education, 80(2), 150-172.
Zhao, Y. (2014). On how to arouse the students’ learning interest in foreign language teaching. Advances in Intelligent Systems Research, 100, 308-312.
Bowlby, J. (1980). Attachment and loss: Vol. 3. Loss, sadness, and depression. New York: Basic Books.
Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2011). Classroom emotional climate, teacher affiliation, and student conduct. Journal of Classroom Interaction, 46(1), 27-36.
Cerasoli, C. P. (2012). Incentives, intrinsic motivation, and performance: A meta-analysis and theoretical reconciliation. Academy of Management Meeting, 1, 1-1.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014a). Intrinsic motivation, performance, and the mediating role of mastery goal orientation: A test of self-determination theory. The Journal of Psychology, 148(3), 267-286.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014b). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980-1008.
Claessens, L. C. A., van Tartwijk, J., van der Want, A. C., Pennings, H. J. M., Verloop, N., den Brok, P. J., & Wubbels, T. (2017). Positive teacher-student relationships go beyond the classroom, problematic ones stay inside. The Journal of Educational Research, 110(5), 478-493.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A metaanalysis. Review of Educational Research, 77(1), 113-143.
Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85-107). Oxford, UK: Oxford University Press, Inc.
Fadlelmula, F. K., Cakiroglu, E., & Sungur, S. (2015). Developing a structural model on the relationship among motivational belief, self-regulated learning strategies, and achievement in mathematics. International Journal of Science and Math Education, 13, 1355-1374.
Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234-248.
Haakma, I., Janssen, M., & Minnaert, A. (2017) Intervening to improve teachers’ need-supportive behavior using self-determination theory: Its effects on teachers and on the motivation of students with deaf blindness. International Journal of Disability, Development and Education, 64(3), 310-327.
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-967.
Henry, A., & Thorsen, C. (2018). Teacher-student relationships and L2 motivation. The Modern Language Journal, 102(1), 218-241.
Huan, V. S., Quek, G. C. L., Yeo, L. S., Ang, R. P., & Chong, W. H. (2012). How teacher-student relationship influenced student attitude towards teachers and school. Asia-Pacific Education Researcher, 21(1), 151-159.
Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of TSR qualities on academic adjustment. The Elementary School Journal, 112(1), 38-60.
Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher-student support, effortful engagement, and achievement: A three year longitudinal study. Journal of Educational Psychology, 100(1), 1-14.
Hughes, J. N., Wu, J.Y., Kwok, O. M., Villarreal, V., & Johnson, A. Y. (2012). Indirect effects of child reports of teacher-student relationship on achievement. Journal of Educational Psychology, 104(2), 350-365.
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600.
Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. The Journal of Experimental Education, 84(4), 686-701.
Joe, H. K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133-144.
Katja, K., & Sara, T. (2016). Teacher-student relationship and academic achievement: A crosslagged longitudinal study on three different age groups. European Journal of Psychology of Education, 29(3), 409-428.
Klee, C. A. (2009). Internationalization and foreign languages: The resurgence of interest in language across the curriculum. Modern Language Journal, 93(4), 618-621.
Law, W. W. (2014). Understanding China’s curriculum reform for the 21st century. Journal of Curriculum Studies, 46(3), 332-360.
Lee, J. C., Yin, H., & Zhang, Z. (2009). Exploring the influence of the classroom environment on students’ motivation and self-regulated learning in Hong Kong. Asia-Pacific Education Researcher, 18(2), 219-232.
Li, Y., Hughes, J. N., Kwok, O., & Hsu, H. (2011). Evidence of convergent and divergent validity of child, teacher, and peer reports of teacher-student support. Psychological Assessment, 23(23), 44-63.
Liu, Y. B., & Fang, Y. P. (2009). Basic education reform in China: Globalization with Chinese characteristics. Asia Pacific Journal of Education, 29(4), 407-412.
Ma, L. H., Du, X. F., Hau, K. T, & Liu, J. (2018). The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model. Educational Psychology, 38(5), 687-707.
Ma, L. H., Du, X. F., & Liu, J. (2018). Intrinsic and extrinsic value for English learning: Mediating effects of self-efficacy in Chinese EFL context. Chinese Journal of Applied Linguistics, 41(2), 150-168.
Malmqvist, A. (2010). Interests and strategies in foreign language reading: As reading students and students of English texts reading and understanding. Language Awareness, 19(1), 69-72.
Morten, M. (2012). The model size effect in SEM: Inflated goodness-of-fit statistics are due to the size of the covariance matrix. Structural Equation Model-A Multidisciplinary Journal, 19(1), 86-89.
Murray, C., & Greenberg, M. T. (2006). Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. The Journal of Special Education, 39, 220-233.
Muthén, L. K., & Muthén, B. O. (2012). Mplus user’s guide (7ed). CA: Los Angeles.
Opdenakker, M. C., Maulana, R., & den Brok, P. (2012). Teacher-student interpersonal relationships and academic motivation within one school year: Developmental changes and linkage. School Effectiveness and School Improvement, 23(1), 95-119.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444-458.
Preacher, K., & Hayes, A. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891.
Quin, D. (2017). Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345-387.
Roorda, D., Koomen, H., Spilt, J., & Oort, F. (2011). The influence of affective TSRs on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publishing.
Saft, E. W., & Pianta, R. C. (2001). Teachers’ perceptions of their relationships with student: Effects of child age, gender, and ethnicity of teachers and children. School Psychology Quarterly, 16(2), 125-141.
Sun, J. (2005). Assessing goodness of fit in confirmatory factor analysis. Measurement and Evaluation in Counseling and Development, 37(4), 240-256.
Telli, S., den Brok, P., & Cakiroglu, J. (2010). The importance of teacher-student interpersonal relationships for Turkish students’ attitudes towards science. Research in Science & Technological Education, 28(3), 261-276.
Velayutham, S., & Aldridge, J. M. (2013). Influence of psychosocial classroom environment on students’ motivation and self-regulation in science learning: A structural equation modeling approach. Research in Science Education, 43(2), 507-527.
Verschueren, K., & Koomen, H. M. (2012). Teacher-child relationships from an attachment perspective. Attachment & Human Development, 14(3), 205-211.
Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic performance: A meta-analysis. Psychological Bulletin, 140(4), 1174-1204.
Walton, G. M., Cohen, G. L., Cwir, D., & Spencer, S. J. (2012). Mere belonging: The power of social connections. Journal of Personality and Social Psychology, 102(3), 513-532.
Wang, C. L., & Liou, P. Y. (2017). Students’ motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan. International Journal of Science Education, 39(7), 898-917.
Wei, M., Zhou, Y., Barber, C., & den Brok, P. (2015). Chinese students’ perceptions of teacherstudent interpersonal behavior and implications. System, 55, 134-144.
Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202.
White, K. M. (2013). Associations between teacher-child relationships and children’s writing in kindergarten and first grade. Early Childhood Research Quarterly, 28(1), 166-176.
Williams, J., & MacKinnon, D. (2008). Resampling and distribution of the product methods for testing indirect effects in complex models. Structural Equation Modeling, 15(1), 23-51.
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on TSRs in class. International Journal of Education Research, 43, 6-24.
Yıldırım, S. (2012). Teacher support, motivation, learning strategy use and achievement: A multilevel mediation model. The Journal of Experimental Education, 80(2), 150-172.
Zhao, Y. (2014). On how to arouse the students’ learning interest in foreign language teaching. Advances in Intelligent Systems Research, 100, 308-312.
Descargas
Publicado
31-01-2020
Cómo citar
Lihong, M., Xiaofeng , D., & Jian , L. (2020). El rol de la motivación en los efectos de las relaciones profesor-estudiante en el rendimiento de la lengua extranjera. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (33), 129–144. https://doi.org/10.30827/portalin.vi33.26641
Número
Sección
Artículos
Licencia
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación del trabajo al igual que licenciado bajo una Creative Commons Attribution License que permite a otros compartir el trabajo con un reconocimiento de la autoría del trabajo y la publicación inicial en esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
