Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach

Alfonso Valero-Valenzuela, Oleguer Camerino, David Manzano-Sánchez, Queralt Prat and Marta Castañer
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Alfonso Valero-Valenzuela: Faculty of Sciences of the Sport, University of Murcia, 30720 Murcia, Spain
Oleguer Camerino: National Institute of Physical Education of Catalonia (INEFC), University of Lleida (UdL), 25192 Lleida, Spain
David Manzano-Sánchez: Faculty of Sciences of the Sport, University of Murcia, 30720 Murcia, Spain
Queralt Prat: National Institute of Physical Education of Catalonia (INEFC), University of Lleida (UdL), 25192 Lleida, Spain
Marta Castañer: National Institute of Physical Education of Catalonia (INEFC), University of Lleida (UdL), 25192 Lleida, Spain

IJERPH, 2020, vol. 17, issue 15, 1-14

Abstract: The aim of this study was to analyze how motivation and classroom social climate was enhanced in the teaching–learning context throughout a Pedagogical Model of Personal and Social Responsibility (TPSR) implementation using a mixed method approach. An educational program was applied during an academic year in a student sample of primary and secondary school. A total of 44 sessions with 54 participants, between 11 and 16 years old ( M = 13.41 years, SD = 1.73) were video-recorded. A multilevel triangulation design of mixed method research was applied to merge: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the students’ behavior patterns shifted an alongside the interventions with (b) a set of five complementary questionnaires: Motivation toward Education Scale (EME), Responsibility Questionnaire (PSRQ), Basic Psychological Needs Questionnaire (PNSE), Questionnaire to assess social school climate (CECSCE) and Questionnaire of School Violence (CUVE). The mixed methods design confirmed that both the observational and the inferential analysis show an improvement of the TPSR implementation in the student’s responsibility and satisfaction and the social climate of the classroom. The other variables, although they were also improved, did not do it significantly; all the motivation dimensions showed higher values, except for amotivation and violence.

Keywords: teaching strategies; motivational mechanisms; observational analysis (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

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