Cited by 3,428Education, Achievement, and GiftednessMotivation and Self-Concept in SportsEarly Childhood Education and Development

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Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.

Skinner, Ellen A., Belmont, Michael J.·1993·Journal of Educational Psychology

DOI 10.1037/0022-0663.85.4.571

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Abstract

On the basis of a new model of motivation, we examined the effects of 3 dimensions of teacher (n = 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3-5) behavioral and emotional engagement across a school year. Correlational and path analyses revealed that teacher involvement was central to children's experiences in the classroom and that teacher provision of both autonomy support and optimal structure predicted children's motivation across the school year. Reciprocal effects of student motivation on teacher behavior were also found. Students who showed higher initial behavioral engagement received subsequently more of all 3 teacher behaviors. These findings suggest that students who are behaviorally disengaged receive teacher responses that should further undermine their motivation. The importance of the student-teacher relationship, especially interpersonal involvement, in optimizing student motivation is highlighted. What are the factors that motivate children to learn? Educators and parents value motivation in school for its own sake as well as for its long-term contribution to children's learning and self-esteem. Highly motivated children are easy to identify: They are enthusiastic, interested, involved, and curious; they try hard and persist; and they actively cope with challenges and setbacks. These are the children who should stay in school longer, learn more, feel better about themselves, and continue their education after high school. Recent research has borne this out (Ames & Ames, 1984, 1985; Pintrich, 1991; Stipek, 1988). Although motivated students are easy to recognize, they are difficult to find. Research shows that across the preschool to high school years, children's intrinsic motivation decreases and they feel increasingly alienated from learning (Harter, 1981). Why is it so difficult to optimize student motivation? Decades of psychological and educational research

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¿Puede amortiguar el Engagement los efectos nocivos de la Procrastinación Académica? [Can Engagement buffer the harmful effects of Academic Procrastination?]
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“Of course, because these relationships are reciprocal and dynamic (Skinner & Belmont, 1993), teacher observations of children’s peer interactions will likewise shape teachers’ perceptions of students and student–teacher relationships.”
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“Student-perceived classroom structure has been shown to lead to greater effort in learning (Skinner & Belmont, 1993).”
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“Skinner and Belmont (1993) found that the relationship quality depends upon feedback and the number of interactions that mentor and mentee experience over a period of time.”
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“…which emphasize qualities such as teacher presence (an awareness and receptivity of students’ needs; Rodgers & Raider-Roth, 2006), democratic communication, and attunement (understanding and knowledge about the student; Skinner & Belmont, 1993) as important aspects of studentteacher relationships.”
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“…: perç u, cons : cpt Petit (d’Ailly, 2003) Engagement envers les études P Corr SA : auto et perç u, cons : auto et cpt Petit à grand (Assor et al., 2002 ; Skinner & Belmont, 1993) Estime de soi P, S Corr SA : auto et perç u, cons : auto Petit à grand (Chirkov & Ryan, 2001 ; Deci, Nezlek, &…”
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“…Learner-Centered Principles Work Group of the American Psychological Association's Board of Educational Affairs, 1997; Brophy & Good, 1986; Fraser, 1998; Larson, 2011; Reeve et al., 2004; Shernoff, 2010, in press; Skinner & Belmont, 1993; Turner, 2010; Urdan & Turner, 2005; Zedan, 2010).”
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“None of the teachers mentioned motivation as the responsibility of the school organization or as part of pedagogy, even though a number of previous studies have noted that motivation is part of classroom pedagogy [65].”
Background
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“Emotional engagement refers to students’ affective reactions in the classroom, including interest, boredom, happiness, sadness, sense of belonging and anxiety (Connell, 1990; Skinner & Belmont, 1993; Connell et al, 1995; Fredricks et al., 2004; Beale, 2018).”
Background

Authors: Skinner, E. A., & Belmont, M. J.
Affiliations: Portland State University (US)
ORCID: Skinner, Ellen A.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 1993-12
Volume: 85
Issue: 4
Pages: 571-581
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.85.4.571
OpenAlex: W2165027149
Cited by: 3,428
References: 37
Citations by year: 2026: 115 · 2025: 153 · 2024: 181 · 2023: 290 · 2022: 180 · 2021: 212 · 2020: 227 · 2019: 197 · 2018: 164 · 2017: 175 · 2016: 171 · 2015: 176 · 2014: 196 · 2013: 162 · 2012: 157
FWCI: 9.14
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Education › Early Childhood Education and Development
Keywords: student motivation, teacher behavior, behavioral engagement, emotional engagement, teacher participation, autonomy support, classroom structure, reciprocal effects, teacher-student relationship, intrinsic motivation, elementary school students

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Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.

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