Work engagement, teaching practices with motivational effects, and learning-oriented classroom motivational climate

Abstract

espanolEl objetivo fue determinar la relacion entre vinculacion psicologica de los docentes con su trabajo, practicas de ensenanza con efectos motivacionales y clima motivacional orientado al aprendizaje en la clase. Participaron 46 profesores y 1.266 alumnos. Los estudiantes respondieron el Cuestionario de Clima Motivacional de la Clase y los maestros respondieron al Utrecht Work Engagement Scale y una forma adaptada del Cuestionario de Clima Motivacional de Clase. Vinculacion psicologica con el trabajo correlaciono positiva y significativamente con clima motivacional de clase orientado al aprendizaje percibido por estudiantes y con practicas de ensenanza con efectos motivacionales informadas por maestros. Se discute la relevancia de la vinculacion psicologica con el trabajo y el bienestar de los profesores en la practica docente y la motivacion del estudiante EnglishThe influence of teaching practices on student motivation is indisputable. The concept of work engagement developed by positive psychologists can help pinpoint this influence. This study aimed to determine the relationships between work engagement of teachers, their teaching practices with motivational effects and learning-oriented classroom motivational climate. The studyinvolved46 teachers and 1,266 students. Students answered the Classroom Motivational Climate Questionnaire and teachers answered the Utrecht Work Engagement Scale and an adapted form of the Classroom MotivationalClimate Questionnaire. Work engagement of teachers was positively and significantly correlated with learning-oriented classroom motivational climate perceived by students and with teaching practices with motivational effects reported by teachers. The relevance of work engagementand wellbeingof teachers on teaching practice and student motivation is discussed