School Motivation Research Articles

Growth mindset and social comparison effects in a peer virtual learning environment

Peers become especially influential in adolescence, a developmental period marked by a nadir in school motivation. In the classroom, adolescents often engage in social comparison with their peers to ascertain their own academic competence, which can have substantial effects on their motivation and learning. The present experimental study examined how peer mindset and social comparison processes may interact to affect adolescents’ learning outcomes and responses to social comparison. Participants (N = 120, Mage = 12.73 years, 58% female) created avatars to virtually represent themselves and heard growth mindset or neutral statements from purported peer avatars. They then completed a series of online, self-report surveys measuring their learning outcomes, completed problem-solving tasks, and received feedback on their and their peers’ performance via a virtual leaderboard. Multivariate between-group comparison revealed growth mindset peers increased adolescents’ learning outcomes, while social comparison dampened outcomes. No interactions between peer growth mindset and social comparison were found.

The Relationship Between Principals’ Leaderships Towards TVET Teachers’ Motivation in Implementing ICT

The leadership role in a school organisation is crucial for long-term success, particularly in relation to teachers' motivation, especially in the implementation of ICT. School leaders possess the opportunity to employ diverse leadership styles that can influence teachers' motivation, specifically in integrating ICT into teaching and learning. Technical and vocational education is an area where ICT integration holds significant potential for productivity enhancement, given its pivotal role in developing students' college-ready skills. However, previous studies have shown uncertainties in the relationship between principals’ leadership styles and teachers' motivation in certain schools. Therefore, this study aims to examine the relationship between principals' leadership styles and TVET teachers' motivation in implementing ICT. A correlational study was conducted, employing survey methods, and utilizing the Principal Instructional Management Rating Scale (PIMRS) for instructional leadership styles and the Multifactor Leadership Questionnaire (MLQ) for transformational leadership styles. The instruments used to measure teachers' motivation were adapted from the instruments aligning with the TAM model. Data analysis included percentage, mean, standard deviation, frequency, regression, and Pearson's correlation analysis, with a significance level set at p = 0.05. The results revealed that TVET teachers' responses to the leadership styles of school principals in Malaysia are satisfactory. Furthermore, a significant correlation exists between the principal's leadership styles and TVET teachers’ motivation. In addition, regression analysis demonstrates that transformational dan instructional leaderships influence TVET teachers’ motivation in implementing ICT. These findings provide support for previous research indicating that the principal's leadership styles indeed influence teachers' motivation.

Efficacy and mechanisms of an education outside the classroom intervention on pupils’ health and education: the MOVEOUT study protocol

BackgroundEducation can create better opportunities for health, and vice versa. Using a so-called ‘add-in’ approach, school-based physical activity (PA) promotion and prevention of sedentary behaviours can increase pupils’ wellbeing and learning and, on the longer term, reduce the risk of non-communicable diseases. A PA ‘add-in’ approach involves integrating PA into teachers’ curricular obligations without being an extra burden as opposed to an ‘add-on’ approach which requires additional operational resources and include activities that do not explicitly contribute towards curricular targets making them less long-term acceptable in a school-based context.Previous studies investigating education outside the classroom (EOtC) show mutual benefits for both health and education outcomes among children and adolescents. However, the evidence is of mixed quality and questionable certainty, which calls for further investigation. The aim of this study protocol is to describe and discuss the study design and methods to investigate the efficacy and mechanisms of EOtC as a vehicle for health and education. The study investigates the intervention developed and conducted in the TEACHOUT study with updated and strengthened design and measures.MethodsThe efficacy of EOtC will be investigated in a cluster randomised waitlist design. Participants will be pupils in ~54 classes, grades 4-10 (ages 10-15 years) in ~30 Danish elementary schools. Fifteen schools will be randomised to the intervention: a two-day EOtC training course targeting teachers followed by the teachers implementing EOtC >5 hours weekly over the course of one school year. Pre- and post-measures of health (PA and wellbeing) and learning (school motivation and academic achievement) will be collected. Investigation of pedagogical and motivational mechanisms will be based on observations of EOtC.DiscussionThe updated randomised controlled design will provide firmer evidence for the efficacy and mechanisms of EOtC and provide knowledge about how mutual benefits of health and education can be obtained.Trial registrationRegistered with ClinicalTrials.gov (ID NCT05237674) [University of Copenhagen. MOVEOUT: a Cluster RCT of the Efficacy, Mechanisms, and Mediation of an Education Outside the Classroom Intervention on Adolescents’ Physical Activity, 2023], February 14, 2022. Most recently updated on November 23, 2022 (Version 2).

Investigations of the Relationship Between Emotion and Students Motivation in Chinese High School

There have been many studies examining the relationship between emotion and motivation, but many questions about the relationship between anxiety and motivation in high school students remain unanswered. This paper will discuss the close connection between anxiety and high school students motivation. First, this paper will introduce what is anxiety and the production process of anxiety from a psychological view. Second, divide anxiety into several levels to explain the influence of anxiety on students' learning motivation, such as mild anxiety, severe anxiety, and excessive anxiety. Third, we will discuss motivation, learning motivation, the classify of motivation, and the connection between motivation and learning. Last but not the least, when anxiety inevitably appears, how should students control anxiety and even how use anxiety to make themselves more motivated to study, this is also the main goal of this discussion.

O.6.1-3 The association between education outside the classroom, intrinsic school motivation, and physical activity in primary school pupils

Abstract Purpose The decline of school motivation over a school year is a common issue that can have negative impacts on academic achievement and children's health. Education outside the classroom (EOtC) has been shown to positively affect intrinsic school motivation and physical activity (PA) in previous studies. However, the relationship between motivation and PA during EOtC remains unclear. This study aims to investigate the association between EOtC and intrinsic school motivation and what role PA has in this association. Methods Cross-sectional data from the Danish MOVEOUT study intervention group were collected from 225 primary school pupils aged 10-15 from 15 different school classes from September 2022 to February 2023. Intrinsic school motivation was measured by Intrinsic Motivation Inventory and Psychological Need Satisfaction Scales (BPNSS) items at pupil-level immediately after two EOtC and two non-EOtC schooldays. PA was measured with wrist band worn Axivity® AX3 accelerometers. Data was analysed with linear mixed models. Results The study found a positive association between EOtC and higher levels of school motivation. The study also found associations between PA and intrinsic motivation, indicating that more time spent in sedentary behavior was associated with less school motivation, while more time in light intensity activity was associated with higher school motivation. However, the data did not support that PA moderates the association between EOtC and school motivation. Conclusion The results of this study suggest that EOtC have a positive impact on pupil’s school motivation. We therefore recommend the use of EOtC to enhance intrinsic motivation. The study also highlights the importance of reducing sedentary behavior during school days. These findings can inform education policymakers and teachers in designing learning environments, lessons, and activities that promote pupils’ motivation and academic and personal growth. Funding Novo Nordisk Foundation (Grant no. 0062703).

O.6.3-10 Investigating the impact of a school garden intervention on children’s school motivation, climate literacy, food literacy and physical activity: the FoodACT protocol

Abstract Background Globally, too many children are not sufficient physically active and have unhealthy food habits with the highest prevalence seen in families with low socio-economic-status (SES). Previous research has stated that schools are considered a key setting for promoting children physical activity (PA), food literacy (FL) and to improve their social health. School gardens is exactly such an intervention where teaching is relocated to an outdoor setting. Relocation of teaching, which is a central ingredient of school gardens, has shown to be positively related to increased PA in both boys and girls during the school day. School gardens aim towards practical experience and education in food and climate. PA is not I focus, but the school garden learning environment provides pupils opportunities to be active. Therefore, the FoodACT study aims to investigate how a school gardening intervention impact pupils school motivation, CL, FL and PA with a special attention on children with low SES. Methods The FoodACT study is designed in three sub-studies. An efficacy study, quantifying the effects of school gardens using a pre-post quasi-experimental design measuring the pupils’ FL, CL and SM. A within-subject-design association study, quantifying the influence of the school garden activities on pupils PA at two sessional periods during the intervention. An association study, investigating the contextual characteristics of the school garden activities using the systematic observations instrument, The Physical Activity Research and Assessment tool for Garden Observation (PARAGON), which can capture pupils’ movements and motions categorised in ‘overall PA-level’, ‘garden-related tasks’, ‘garden related motions’, ‘social associations’, and ‘interaction’. The observations is supplemented by pupil focus-group interviews about their experience of the school garden intervention. Results Study design, recruitment experience and pilot-study data on PA and garden activity observations will be presented. Funding The FoodACT study is funded by the Novo Nordisk Foundation (Grant no: 077522).

MEMBANGUN BUDAYA LITERASI MELALUI PENINGKATAN MINAT BACA PADA MASYARAKAT DESA PANTAI SEDERHANA

Low interest in reading is a major problem in Indonesia, which must be resolved by the government and is of concern to various groups, especially the public. Muara Gembong Sub-District, Simple Beach Village is one of the factors causing a lack of educational motivation in schools and an inadequate level of education. Therefore, it is hoped that the programs that will be held in this village can be centered on the community, both parents and children, about literacy culture through increasing interest in reading. The goal of community service is to make the Pantai Modest Village more qualified, intelligent and independent. The method of implementing community service applies counseling methods to village communities and children regarding the importance of a reading culture in order to generate abilities and educate the community. The result of implementing this service is to increase reading literacy in children and to raise awareness among parents about the importance of fostering an interest in reading from an early age in children.

Young People’s Stories of School Failure and Remedial Trajectories – Clues to Prevention of School Absenteeism and Early School Leaving

This article aims to increase knowledge of ways to counter school absenteeism and early school leaving. It analyses stories of youths who either attended or probably would be referred to a Swedish remedial program because of failure to complete compulsory education. Histories of school absenteeism were frequent in both groups. Most participating students reported that a holistic approach, individually adapted support, and a respectful socio-emotional environment helped them to regain self-esteem and school motivation. The findings indicate essential factors for prevention of school absenteeism and early school leaving.

Burnout and motivation to study medicine among students during the COVID-19 pandemic.

To investigate medical students' burnout and motivation levels in each of the six years of their studies during the COVID-19 pandemic and identify independent predictors of burnout and motivation. An anonymous cross-sectional survey was sent to the students of all six years within our school. Burnout was measured with the adapted Oldenburg Burnout Inventory questionnaire (OLBI-S) and motivation with the updated Strength of Motivation for Medical School (SMMS-R) questionnaire. Univariate analysis was performed with the Kruskal-Wallis test and Spearman's correlation, while multivariable analysis with linear regression models. A total of 333 medical students (52% of student body) responded. Higher burnout levels correlated with lower motivation to study medicine (rho = -0.30, p < 0.001). Burnout levels differed between the six years of medical studies, peaking in years two and four whereas being the lowest in year one (p = 0.01). Motivation levels differed significantly as well, peaking in years one and four whereas being the lowest in years five and six (p = 0.012). In the multivariable linear regression models, being a female (b = 2.22, p = 0.016), studying in the fourth year vs. first year (b = 2.54, p = 0.049), having a perceived beginner/intermediate vs. advanced/expert technology level (b = 2.05, p = 0.032) and a perceived poor school support system (b = 6.35, p < 0.001) were independently associated with higher burnout levels. Furthermore, studying in the fifth year vs. first year (b = -5.17, p = 0.019) and a perceived poor school support system (b = -3.09, p = 0.01) were independently associated with a reduced motivation to study medicine. Our study highlighted potential areas for intervention to decrease the rate of burnout and low motivation among medical students. However, further research is needed to unravel the full effect of the pandemic on medical students.

Academic motivation of intellectually gifted students and their classmates in regular primary school classes: A multidimensional, longitudinal, person- and variable-centered approach

Most prior studies on academic motivation of intellectually gifted children focused only on intrinsic motivation. To gain insight into the full scope of intellectually gifted students' motivation, differences between clinically diagnosed gifted students and their classmates in multiple motivational dimensions (intrinsic, identified, introjected, and external regulation, and amotivation) were examined across two school years. Using both variable-centered and person-centered techniques, we examined differences in separate motivational dimensions as well as differences in configurations of motivational dimensions (‘profiles’). A sample of 1438 primary school students in Grade 3–5 (5.5% clinically diagnosed as gifted with an IQ > 120) participated. They filled out motivation questionnaires pertaining to their regular class during two waves across two school years. Gifted students reported more favourable motivation at Wave 1 but lost this advantage over time. Specifically, they demonstrated more intrinsic motivation at Wave 1, but a decrease in identified regulation, and a stronger increase in external regulation and amotivation from Wave 1 to Wave 2. Similarly, gifted students were more likely to transition from theoretically more favourable to less favourable profiles. These findings suggest that children who are clinically diagnosed as gifted are at risk for developing unfavourable motivational patterns toward the end of primary school. Educational relevance statementMotivation for school plays a pivotal role in students' school engagement and achievement. This is also the case for intellectually gifted children. Just like other children, motivation enables them to translate their abilities into achievement. Intellectually gifted students in primary school may particularly be at risk of unfavourable motivational developments because it can be difficult for regular schools to provide an optimally challenging learning environment for them. This study aimed to get a full understanding of the motivational dynamics of intellectually gifted children in regular classes. This would be a step toward developing more targeted interventions that can address motivational problems encountered by gifted students in regular classes.The findings of this study indicated that, clinically diagnosed gifted children initially reported more favourable motivation, but lost this advantage over time. Toward the end of primary education, they were more likely than other children to show a decrease in external motivation and amotivation.These findings are of great practical importance. If teachers can identify students who start to become less motivated for school, it may be easier to intervene and prevent motivational problems and subsequent underachievement later on. To identify students who are at risk of developing an unfavourable motivational pattern, teachers or other educational professionals could regularly assess their students' motivation or engage in talks with their students about their motivation. Additionally, prior research suggests teaching practices and interventions which support students' need for autonomy, structure, and relatedness are likely to foster students' motivation for school, for gifted students as well as other students.

Implementation of Android-Based Learning Media on Temperature and Heat Materials to Enhance Student Motivation and Learning Outcomes in Senior High Schools

This study aims to enhance the motivation and learning outcomes of high school students at SMA Negeri 7 Gorontalo for the 2022/2023 Academic Year through implementing android-based learning media on temperature and heat materials. The research method is a quasi-experimental design with a one-group pretest-posttest research design. The research sample consisted of 3 classes: class X IPA 2 as the experiment class and class X IPA 3, and X IPA 4 as a replica class. This research begins with preparing learning tools to implement learning media based on Android material on temperature and heat. The results of the validation show that the learning tools are valid and can be used in the learning process. Implementing the learning process in this study is in the very good category. It can increase student motivation and learning outcomes, where the N-Gain scores for the experimental and replica classes are in the high category.

Impact of Teacher Certification on Teacher Motivation and Performance in State Senior High Schools in Ternate City, Indonesia

This study aims to analyze the impact of the teacher certification on teacher’s motivation and performance in State High Schools in Ternate City, Indonesia. This study uses a quantitative approach with a survey method. The sample used in this study was 193 teachers who were selected by proportionate random sampling. The data was analyzed using path analysis supported by descriptive statistical analysis. The results indicate that the teacher certification has a direct effect on teacher's motivation and performance. Therefore, improving the application of teacher certification, and achievement motivation can improve performance.

Use of Learning Media to Increase Student Learning Motivation in Junior High Schools

The development of the times greatly influences life, one of which is in the field of education, there are many innovations related to education, one example is the use of learning media in teaching and learning processes and motivation. Lots of learning innovations that produce technology that makes it easier for an educator to provide learning material so that students get motivation to learn. Learning media is very useful in every lesson at the junior high school level. This study aims to determine the application of the use of any media that can influence and encourage students' learning motivation at the junior high school level. This type of research is descriptive qualitative research. Data obtained through observation, interviews and documentation. The results of the study show that the use of learning media on students' learning motivation greatly supports motivation in learning activities. The students were highly motivated when the learning used projector and speaker media. In addition, the use of learning media at the junior high school level has an important role in the interest and motivation of students' learning, including feelings of pleasure and interest in the material increasing. The implication of this research is that educators in delivering learning material in class must be good at choosing and using the right media, educators must also have creative and innovative ideas so that the learning atmosphere of students is more enthusiastic and motivated. The limitation of this research is that the researcher only observed one school, therefore the researcher hopes that future researchers will be able to observe more schools and in a better way.

Pengaruh Peran Kepala Sekolah dan Penggunaan Media Pembelajaran terhadap Motivasi Mengajar Guru di Sekolah SMP Negeri di Kecamatan Bula Kabupaten Seram Bagian Timur

This study aims to determine (1) the influence of the role of the principal on teaching motivation, (2) the effect of the use of instructional media on teacher teaching motivation, (3) the effect of the role of the principal and use of instructional media jointly on teacher teaching motivation in public junior high schools in the district of Bula, East Seram regency. This type of research is expost-facto using quantitative methods. Data collection was carried out using a questionnaire or a Likert distribution questionnaire. The population as well as the sample in this study were all 69 PNS/Non PNS school principals and teachers from 3(three) public junior high schools in Bula District, East Seram Regency. The results showed that: 1) the role of the school principal (X1) had an effect on teachers’ teaching motivation (Y) by 6.3% based on (R square) of 0.063, (2) The use of instructional media (X2) had an effect on teachers’ teaching motivation (Y) of 23.6% besed on (R square) of 0,236, and (3) the role of the school principal (X1) and the use of instructional media (X2) has an effect on teacher motivation (Y) of 23,7% based on (R square) of 0.237. Based on the results of the reseach conducted, the variabel of the role of the school principal and use of learning media should be increased in order to increase the motivation to teach teachers in public junior high schools in Bula District, East Seram Regency.

The Role of Workplace Spirituality on Psychological Resilience and Prosocial Motivation in Primary Schools

Öğretmenlerin; etkileşimlerin kaliteli ve iç huzuru hissettikleri okullarda görev yapmaları, işlerini anlamlı bulmaları ve görevlerini yerine getirirken aşkınlık hissetmeleri olumlu tutumlar geliştirmelerine katkı sağlamaktadır. Olumlu tutumlarının artması ise daha nitelikli eğitim-öğretim hizmeti sunmaları bakımından önemlidir. Psikolojik sağlamlık ve prososyal motivasyon, öğretmenlerin sahip olmaları gereken kritik tutumlar arasındadır. Bu tutumların diğer önemli bazı tutumların da geliştirilmesinde katkısının olduğu düşünüldüğünde önemi daha da artmaktadır. Bu araştırmada; algılanan işyeri ruhsallığı ile öğretmenlerin psikolojik sağlamlık ve prososyal motivasyon düzeyleri arasındaki ilişkinin tespit edilmesi amaçlanmaktadır. Çalışma, korelasyonel model ile biçimlendirilmiştir. Araştırmanın evrenini, Şanlıurfa ilindeki ilkokullarda görev yapan öğretmenler meydana getirmektedir. Çalışmanın örneklemini ise Şanlıurfa ilinden yansızlık kuralına göre kararlaştırılan 45 ilkokuldaki 303 öğretmen oluşturmaktadır. Araştırmanın verileri; “İşyeri Ruhsallığı Ölçeği”, “Psikolojik Sağlamlık Ölçeği” ve “Prososyal Motivasyon Ölçeği” aracılığıyla toplanmıştır. Araştırmada; yararlanılan ölçeklerin geçerli ve güvenilir oldukları belirlenmiştir. Araştırmada ölçüm modeli, değişkenlerin birbiriyle istatistiksel açıdan anlamlı ilişkili olduğunu ortaya koymaktadır. En iyi uyum değerlerini üreten yapısal modele göre; algılanan işyeri ruhsallığı, öğretmenlerin psikolojik sağlamlık ve prososyal motivasyon düzeylerini artırmaktadır. Elde edilen bulgular ışığında; öğretmenlerin psikolojik faktörlerini harekete geçirmek isteyen okul müdürlerinin okul ortamında ruhsallık algılanan bir kültür oluşturması önemli görülmektedir. Diğer bir deyişle sevgi, saygı, nezaket ve kaliteli etkileşimlerin yaşandığı bir okul kültürü oluşturmak için okul yöneticilerinin değer yönelimli ve daha insancıl davranışlar sergilemesi gerekmektedir.

THE ROLE OF EDUCATIONAL COUNSELORS IN INCREASING STUDENT MOTIVATION IN ARAB SCHOOLS WITHIN THE GREEN LINE FROM TEACHERS' POINT OF VIEW

The study aimed to investigate the role of educational counselors in increasing students' motivation in Arab schools within the Green Line from teachers' point of view. To achieve the objective of the study, the analytical descriptive approach was used, as the study sample consisted of (335) teachers working within the Green Line. The results showed that the role of educational counselors in increasing students' motivation in Arab schools within the Green Line from the teachers' point of view was high, The results also showed that there were no statistically significant differences at the level of significance between the average responses of the study sample on the role of educational advisors in increasing the motivation of students in Arab schools within the green line from the point of view of teachers according to the variables of experience and educational qualification, while the results showed that there were differences according to gender and in favor of females.

ПРОУЧВАНЕ НА ФАМИЛНАТА МОТИВАЦИЯ ЗА УЧИЛИЩНО ОБУЧЕНИЕ

Preparation for school is a form of implementation of the principle of continuity in the educational system and a meaningful process for the implementation of the current tasks of child development. Its result expression is the readiness for school education, which is a set of personal qualities, knowledge, skills and ways of acting, necessary for the educational process at school and for the new social position of the student. The priorities in children’s readiness for school education are related to a determining degree with the preschool education system and the family as the main factors for its positive realization. The mission of the family constellation as a socializing factor and educational subject is reflected in the „Law on Preschool and School Education“, where parents are defined as participants in the educational process who have rights and obligations in the context of stimulating educational achievements and positive personal development of children. Therefore, the study of the vision of family motivation for schooling is of topical importance, because it forms to a determining degree the attitude of preschool children towards the educational system. The subject of presentation and analysis are the orientations of parents with children of preschool age towards the phenomena of „readiness“ and „preparation“ for school as representations of the relevance of education, children’s motivation for school and student’s motivation.

PERAN KOMPETENSI GURU PENGGERAK DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA SEKOLAH DASAR

This study aims to investigate the role of competence of teacher motivators in enhancing student motivation in elementary schools. Through observation and interviews conducted at UPT SPF SD Inpres Karuwisi 2, it was found that teacher motivators have a significant impact on student motivation in learning. By implementing effective strategies such as providing praise and recognition, actively involving students, and maintaining communication with parents, teacher motivators are able to create a positive and motivating learning environment. This is supported by motivational theories from experts, such as Self-Determination Theory, Hierarchy of Needs Theory, Goal Setting Theory, and Social-Cognitive Theory. With competent teacher motivators, students experience improved motivation in learning, become motivated, confident, and achieve better academic performance. In conclusion, the competence of teacher motivators plays a crucial role in enhancing student motivation in elementary schools and positively influencing the overall development of students' potentials.

Analysis of the Relationship between Facilities, Learning Motivation, and Parental Involvement in Students' Digital Literacy in Junior High School

This study aimed to (1) examine the relationship between facilities and students' digital literacy in junior high schools, (2) explore the association between learning motivation and students' digital literacy in junior high schools, (3) investigate the correlation between parental involvement and students' digital literacy in junior high schools, and (4) examine the relationship between facilities, motivation, parental involvement, and students' digital literacy in junior high schools. This research employed a quantitative descriptive approach with an ex post facto design. The subjects of this study were students of State Junior High School 4 Pakem (SMP Negeri 4 Pakem), Yogyakarta, Indonesia, in the seventh and eighth grades. The sampling used a random technique totaling 178 respondents. Data analysis involved correlation and multiple regression analyses. The results indicated the following: (1) there was a significant correlation between facilities and students' digital literacy in junior high schools, with a computed correlation coefficient of 0.407 and a significance value of 0.000 (p &lt; 0.05); (2) a significant correlation existed between students' learning motivation and their digital literacy in junior high schools, with a computed correlation coefficient of 0.449 and a significance value of 0.000 (p &lt; 0.05); (3) a significant correlation was found between parental involvement and students' digital literacy in junior high schools, with a computed correlation coefficient of 0.508 and a significance value of 0.000 (p &lt; 0.05); (4) there was a relationship between facilities, motivation, parental involvement, and students' digital literacy in junior high schools, as evidenced by the multiple regression analysis, which yielded a computed F-value of 29.693 and a significance value of 0.000 (p &lt; 0.05), with an R2 value of 0.339. This implies that facilities, learning motivation, and parental involvement collectively contribute to 33.9% of students' digital literacy in junior high schools.

Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students

Although several longitudinal studies have confirmed that need-supportive teacher behaviour shapes intrinsic motivation in school, longitudinal studies on its role for intrinsic reading motivation are lacking. To fill in this gap, this study investigated whether changes in selected aspects of student-perceived teacher need-supportive behaviour in German lessons predicted changes in intrinsic reading motivation. We also investigated how student intrinsic reading motivation and perceived teacher need-supportive behaviour changed over the course of lower secondary school. To this end, we used data of 7634 German students gathered between Grades 5 and 9 as part of the German National Educational Panel Study, five measurement occasions in total. The analyses, which involved univariate latent change score and change–change models, revealed decreases in perceived teacher need-supportive behaviour and intrinsic motivation between Grades 5 and 9. Moreover, the decreases in perceived teacher need-supportive behaviour in German lessons predicted decreases in intrinsic reading motivation. The study provides first evidence of longitudinal relationships between perceived teacher behaviour and intrinsic reading motivation. It also suggests that adjusting the classroom learning environment to student needs may contribute to alleviating the decrease in intrinsic reading motivation observed in multiple studies.