{"title":"Students’ Autonomous and Controlled Motivation in Different School Contexts: The Role of Trust","authors":"Mieke Van Houtte","doi":"10.1080/10564934.2022.2039069","DOIUrl":null,"url":null,"abstract":"Abstract Given the importance of relatedness for study motivation, motivation might be associated with faculty trust in students and, as such, with schools’ student composition. Representative Flemish data of 5162 students and 1247 teachers in 57 Flemish secondary schools, gathered at the end of the 2013/2014 school year (April–May 2014), reveal that the association between faculty trust in students and students’ autonomous motivation goes through students’ trust in teachers. In schools with a higher socioeconomic student composition, students are less autonomously motivated, but this does not show because faculty trust is high, which generates more autonomous motivation—via students’ trust in teachers.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.3000,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10564934.2022.2039069","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
Abstract Given the importance of relatedness for study motivation, motivation might be associated with faculty trust in students and, as such, with schools’ student composition. Representative Flemish data of 5162 students and 1247 teachers in 57 Flemish secondary schools, gathered at the end of the 2013/2014 school year (April–May 2014), reveal that the association between faculty trust in students and students’ autonomous motivation goes through students’ trust in teachers. In schools with a higher socioeconomic student composition, students are less autonomously motivated, but this does not show because faculty trust is high, which generates more autonomous motivation—via students’ trust in teachers.
期刊介绍：
uropean Education is published in association with the Comparative Education Society in Europe (CESE). It is an international peer-reviewed journal devoted to original inquiries and dialogue on education across the member states of the Council of Europe. Established in 1969, the journal features articles on education in individual member states, comparative studies on education across Europe, as well as the impact of European education initiatives globally. The journal especially encourages theoretical and empirical studies, interdisciplinary perspectives, and critical examination of the impact of political, economic, and social forces on education. European Education includes reviews of books and educational films, including those published/produced in English and other languages.
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