The Power of Teachers: Well-Being and Intrinsic Motivation Beyond School Type
A Multilevel Mediation Study in Traditional and Non-Traditional Schools in Germany
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Beschreibung
How do teaching styles and school environments – across Laboratory School Bielefeld, Montessori, Waldorf, Jena Plan, and public schools – shape students’ well-being and intrinsic motivation in mathematics? Drawing on Self-Determination Theory (Deci & Ryan) and Structuration Theory (Giddens), this multilevel mediation study of 1,431 German students reveals that positive, need-supportive teaching fosters well-being as a key pathway to intrinsic motivation. Teacher effects, analyzed at the course level, outweighed school-type differences. Intrinsic motivation was highest in traditional school environments, while well-being peaked in non-traditional ones, highlighting the central role of teachers in shaping students’ emotional and motivational experiences.
Autor*in
Verena Young
Themen in »The Power of Teachers: Well-Being and Intrinsic Motivation Beyond School Type«
Intrinsic Motivation Student Well-Being Teaching Styles Autonomy Supportive Teacher–Student Relationship Self-Determination Theory (Deci & Ryan) Structuration Theory (Giddens) Educational Psychology Multilevel Mediation Study Laboratory School Bielefeld Alternative School Models (Montessori Waldorf Jena Plan) Mathematics Education Teacher Effects