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Teacher–student interpersonal relationships do change and affect academic motivation: A multilevel growth curve modelling
Author(s) -
Maulana Ridwan,
Opdenakker MarieChristine,
Bosker Roel
Publication year - 2014
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12031
Subject(s) - psychology , perspective (graphical) , interpersonal communication , perception , affect (linguistics) , interpersonal relationship , social psychology , multilevel model , longitudinal study , developmental psychology , mathematics education , communication , neuroscience , artificial intelligence , machine learning , computer science , statistics , mathematics
Background Research has shown that the teacher–student interpersonal relationship ( TSIR ) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non‐ W estern contexts. Aims This study investigated changes in TSIR and links with academic motivation as perceived by first‐grade secondary school students in I ndonesia. TSIR was studied from the perspective of interpersonal behaviour in terms of Influence and Proximity. Students' academic motivation was studied from the perspective of self‐determination theory. Sample and methods A total of 504 first‐grade secondary school students of 16 mathematics and E nglish classes participated in the study. Surveys were administered in five waves throughout the school year. Multilevel growth curve modelling was applied. Results Contrary to the (limited) general research findings from W estern contexts, we found that the quality of TSIR (student perceptions) increased over time. The increase was slightly more pronounced for Proximity than for Influence. In accordance with the findings for the W estern countries, the level of students' controlled motivation increased, while that of autonomous motivation decreased over time. However, the negative change in autonomous motivation was less pronounced. As in W estern countries, TSIR was longitudinally linked with academic motivation, in particular, with autonomous motivation. Conclusions Evidence is found that TSIR can change in a favourable way, and this positively affects student motivation. Future research could benefit from unravelling the influences of cultures on changes in TSIR in broader contexts.