Teacher Behavior, and Students' Self-Determination, Academic Intrinsic Motivation and Academic Achievement in Gondar Town Elementary Schools: A Path Analysis
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Date
2004-06
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Addis Ababa University
Abstract
To examine the extent and the process model relationships oj teacher behavior, and
students' self-determination, academic intrinsic motivation and academic
achievement in Gondar town elementary schools, a study was conducted in a sample
oj 332 purposefully selected grade 4 students oj a randomly selected 5 schools. Three
kinds oj questionnaires, which Jocused on teacher behavior, and students' selfdetermination
and academic intrinsic motivation, and an achievement test containing
Jour academic subjects oj grade 4 first semester portions were administered. The
reliability oj the instruments were computed and Jound to be ranging Jrom .63 to .78
Jar teacher behavior subscales, .61 to .67 Jor self-determination subscales, .63 to .79
Jar academic intrinsic motivation subscales, and. 66 to .82 Jor academic achievement
tests. The mean results revealed that teacher behavior and students' selfdetermination
were below half, and that oj students' academic intrinsic motivation
and academic achievement were a little above half Among the components oj th.ose
variables, teacher autonomy support, and students' autonomy need, intrinsic
motivation Jor English, and academic achievement Jor maths and English were below
half The path analysis results indicated that teacher behavior has a significant
mediated effect on students' academic intrinsic motivation via students' selfdetermination
besides its direct effect on the same outcome variable. Teacher
behavior with its components was significantly related to students' self-determination
and it in turn with its components was significantly related to students' academic
intrinsic motivation. However, students' self-determination and academic intrinsic
motivation were not significantly related to their academic achievement. Similarly,
the corresponding components oj academic intrinsic motivation and academic
achievement were not significantly related. Discussions and conclusions are made on
the basis oj these results. Finally, some recommendations are indicated Jor possible
interventions and further study
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Education