Radel et al.
por D.J. Bernat
1. "second-generation learners who were taught by first-generation learners in the volunteer condition reported significantly more interest and enjoyment for the activity and exhibited greater behavioral persistence with the target activity during the free-choice period, compared with participants who were taught by first-generation learners in the paid condition"
2. Results/Conclusions
2.1. "...first-generation learners in the volunteer condition reported significantly greater interest and enjoyment and exhibited significantly greater behavioral persistence for the target activity during the free-choice period, compared with first-generation learners in the paid condition...:
2.2. Results supported author hypothesis that third party info can lead to inferences about IM vs. EM of teachers
3. Questions?
3.1. Does the same result hold if the student is the one making the payment?
3.2. Do you think teachers reasons for teaching changes as they become more tenured in their position?
3.2.1. College versus secondary versus K-8
3.3. Effect of teachers actively voicing enthusiasm for topic?
3.3.1. Should teachers feign enthusiasm or outright lie about motivation?
3.4. Is it really the responsibility of the teacher to promote intrinsic motivation?
4. Intrinsic motivation is supported by teaching which emphasizes autonomy over control
5. Lit Review
5.1. Self-determination theory (SDT) focuses on need for autonomy, competence, and relatedness
5.2. Most research has focused on role of "teaching styles," with some newer research focused on teachers' motivation
5.2.1. Teachers w/higher levels of motivation yield better outcomes
5.2.1.1. "Serial teaching" shows a "contagion effect"
5.2.2. Teachers viewed as intrinsically motivated (e.g. volunteers) yield better results
6. Methods
6.1. Sample of 91 French HS Students
6.2. Students completed Sports Motivation Scale as pre-test
6.2.1. Students also completed post-test SMS, as well as measures of IM, teacher motivation, affect and teaching stlye