A Review: Motivation in the Classroom
(Reciprocal Effects of Teacher Behavior and
Student Engagement Across the School Year)
Aji Nur Hakim
Ellen
A. Skinner and Michael J. Belmont (1993) had conducted a research about
motivation titled “Motivation in the Classroom: Reciprocal Effects of Teacher
Behavior and Student Engagement Across the School Year. The study examined
three dimension of teacher behavior which is involvement, structure, and autonomy
support. Sample of the study consist of 144 children in 3 and 5 grades to
examine behavioral and emotional engagement across school year. There are two
topic have discussed before the research begin:
1. Student
engagement
2. Model of
motivation
Students
engagement is the behavioral and emotional of students’ in the classroom. When
students engage in the learning, they will keep it sustain and create positive
emotional toward their selves and the environment. The opposite side of
engagement is disaffection. The behavior is includes passive and mostly give
up. Students’ engagement in the classroom is the main issues in the education
field that mostly become some constrains of successfulness in the future.
For
example, I experienced it when I was in high school. Everyone did not like
Mathematics, so do I. It is not merely the materials is difficult to
understand, but the teacher itself is the main problem. Mathematics’ teacher
usually has angry face, scary, and the most annoying is like to push student to
study hard in Mathematics. I experienced it, too. I did not like my Mathematics
teacher, so that I did not like Mathematics and did not perform well in that
subject. It is important that engagement of students in the classroom toward
the teacher is worthy to be noted.
Model
of motivation also needed, it is related to students fulfillment of needs,
includes competent, autonomous, and relatedness. To get the competent high,
teacher has to set the goals of study and expectation of their students. It is
also supported by learning strategies offered by teacher in learning process.
Students autonomy also has to be determine. It is related to student’s freedom
of choosing how the task resolve based on student’s interest.
It
is important when teacher determine the task. Some students may do not like the
method of the learning task given, some others may want to given another option
of the task. Students itself have different intelligence that can influence the
style of study. According to Fleming’s model learning style (in JCU modules,
2001), there are three kinds of students learning style: visual, auditory, and
kinesthetic learner. Teacher has to notice this, and prepared choices relate to
doing the task. The interpersonal relation between teacher and students also
the other important thing to have. Students will more comfortable with teacher
who undestand that students is ‘exist’, and they need some improvement such as
socialization.
This
is the model of motivation used by Sinner and Belmont (1993) adapted from the
previous study about motivational analysis of self-system processes and self
processes in development. The picture tells about the content and self system
can influence action and outcome. The product of “engagement vs disaffection”
can be “skills and abilities” or “adjustment.”
The
results of the study are three kinds of influences. First, teacher behavior
influences students’ perceptions of their interaction with teachers. This is
mean that teacher involvement is needed for students. Students will assume that
teacher involvement has big role of their judgment is that the teacher is good
or not. Teacher who involve in the study will give a positive opinion to
students. They will think positively to their teacher.
Second,
teacher behavior influences student engagement. As result of study, teacher behavior
and students perception of the teacher is the same reason of students
engagement. Teacher who have good behavior more likely accepted rather than
teacher who are not. The acceptance from students can make a good perception
toward teacher, and raise their engagement in learning process. That is why
behavior is the good way to study more, because people will judge behavior
after they see the face for the first time they meet. Behavior is important,
especially to teacher. Not only bad behavior can bring bad effect to schools,
but it more hurt students feeling, and the worst they did not want to study
anymore with the teacher.
Third,
student engagement influences teacher behavior. This result is proved that not
only teacher behavior that can influence student engagement, but also the
opposite of it, student engagement also can influence teacher behavior. When students
show respect to teacher, actively involved in the leaning process, teacher will
act in positive behavior, too, to react toward students. Meanwhile, students
who passive and show low engagement, will influence behavior of teacher to be
more passive, too. For example teachers who know that students that did not pay
attention and show low engagement of their subject, will teach indolently. Different
with teacher who teach high engagement students will increasing own motivation
to teach them in good behavior.
This
result may waken up every teacher that students and teachers have strong
boundaries or relationship that can not be seen with our eyes and can not
ignore. Teacher must understand students, and students also must understand
teacher. It is not fair that only teacher who understands students. To make
powerful and meaningful classroom environment, it is needed the collaboration between
living thing there, who are teachers and students. Without any reciprocal
relationship, the good environment will not set well. To sum, student
engagement is important, mostly for increase the motivation in the classroom,
but without any reciprocal relationship between students and teachers, well-conducive
classroom environment may not be create.
Source:
Skinner,
E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects
of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85,
571-581. Retrieved from http://www.pdx.edu/sites/www.pdx.edu.psy/files/Assessment-11-Motivation-in-the-classroom--reciprocal-effects-of-teacher-behavior--Skinner-Belmont--1993.pdf.
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