2021 Volume 69 Issue 1 Pages 26-36
The present study examined relations between elementary school teachers' motivation and their pupils' motivation, and the mediating effects of autonomy support. In Study 1, 90 elementary school teachers completed questionnaires designed to obtain data on the relations between their motivation and their perception of autonomy support. Analysis of the data suggested that orientation to approval and comparison was negatively related to the teachers' perception of autonomy support, whereas intrinsic motivation, orientation toward their pupils, and a sense of duty were positively related to the teachers' perception of autonomy support. In Study 2, 35 teachers and 1,097 pupils completed questionnaires designed to obtain data on the relations between the teachers' motivation and their pupils' motivation, and the effects of autonomy support as a mediator. Analysis of the data suggested that the teachers' orientation toward their pupils was positively related to the pupils' intrinsic motivation through autonomy support as perceived by the pupils. Moreover, skill orientation was found to be negatively related to the children's introjected regulation. Positive aspects of the teachers' other-oriented motivation, such as acting for the sake of the children, were also revealed.
