Advanced search
Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 32, 2012 - Issue 6
Submit an article Journal homepage
4,348
Views
62
CrossRef citations to date
0
Altmetric
Articles

Teachers’ estimates of their students’ motivation and engagement: being in synch with students

Woogul Lee Department of Education, Brain and Motivation Research Institute (bMRI), Korea University, Seoul, Republic of KoreaCorrespondence[email protected]
&
Johnmarshall Reeve Department of Education, Brain and Motivation Research Institute (bMRI), Korea University, Seoul, Republic of KoreaCorrespondence[email protected]
Pages 727-747 | Received 17 Oct 2011, Accepted 18 Sep 2012, Published online: 16 Oct 2012

Citations (62)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (11)

Aikaterini Michou, Servet Altan, Athanasios Mouratidis, Johnmarshall Reeve & Lars-Erik Malmberg. (2023) Week-to-week interplay between teachers’ motivating style and students’ engagement. The Journal of Experimental Education 91:1, pages 166-185.
Read now
Anna Mystkowska-Wiertelak. (2022) Teachers’ accounts of learners’ engagement and disaffection in the language classroom. The Language Learning Journal 50:3, pages 393-405.
Read now
Gert-Jan De Muynck, Sofie Morbée, Bart Soenens, Leen Haerens, Ona Vermeulen, Gert Vande Broek & Maarten Vansteenkiste. (2021) Do both coaches and parents contribute to youth soccer players’ motivation and engagement? An examination of their unique (de)motivating roles. International Journal of Sport and Exercise Psychology 19:5, pages 761-779.
Read now
John Mark Froiland, Frank C. Worrell, F. Richard Olenchak & Monica J. Kowalski. (2021) Positive and negative time attitudes, intrinsic motivation, behavioral engagement and substance use among urban adolescents. Addiction Research & Theory 29:4, pages 347-357.
Read now
Emma Degroote, Jannick Demanet & Mieke Van Houtte. (2020) The influence of school mobility and dropout rates on non-mobile students’ school engagement: a chicken-and-egg situation?. Research Papers in Education 35:4, pages 443-466.
Read now
Svein Olav Ulstad, Hallgeir Halvari & Edward L. Deci. (2019) The Role of Students’ and Teachers’ Ratings of Autonomous Motivation in a Self-Determination Theory Model Predicting Participation in Physical Education. Scandinavian Journal of Educational Research 63:7, pages 1086-1101.
Read now
Ellen Skinner, Emily Saxton, Cailin Currie & Gwen Shusterman. (2017) A motivational account of the undergraduate experience in science: brief measures of students’ self-system appraisals, engagement in coursework, and identity as a scientist. International Journal of Science Education 39:17, pages 2433-2459.
Read now
Gwen C. Marchand & Antonio P. Gutierrez. (2017) Processes Involving Perceived Instructional Support, Task Value, and Engagement in Graduate Education. The Journal of Experimental Education 85:1, pages 87-106.
Read now
Sabina Neugebauer. (2016) Stable or situated understandings of adolescent reading engagement across readers and raters. The Journal of Educational Research 109:4, pages 391-404.
Read now
Susanna Pallini & Roberto Baiocco. (2015) “Why Did You Want to See Me?”: Teachers’ Reactions to a Student's Request as a Function of Teachers' Personal Early Experiences of Attachment. The Journal of Genetic Psychology 176:1, pages 26-37.
Read now
John Mark Froiland & Emily Oros. (2014) Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology 34:2, pages 119-132.
Read now

Articles from other publishers (51)

Irena Burić, Aleksandra Huić & Izabela Sorić. (2024) Are student engagement and disaffection important for teacher well-being? A longitudinal examination of between- and within-person effects. Journal of School Psychology 103, pages 101289.
Crossref
Yves Karlen, Kerstin Bäuerlein & Sabrina Brunner. (2023) Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy. Social Psychology of Education 27:2, pages 461-491.
Crossref
Petronela Piticari. (2023) Effects of the Universal Design for Learning (UDL) principles on the motivation of children with SEN integrated in mainstream schools. Review of Psychopedagogy 12:1, pages 154-168.
Crossref
Joshua M. Rosenberg, Patrick N. Beymer, Vicky Phun & Jennifer A. Schmidt. (2023) Using intensive longitudinal methods to quantify the sources of variability for situational engagement in science learning environments. International Journal of STEM Education 10:1.
Crossref
Naama Gershy & Idit Katz. (2023) Students engagement in remote‐learning during the Covid‐19 crisis: The role of the support provided to teachers and the parent–teacher relationship. Psychology in the Schools 60:11, pages 4293-4311.
Crossref
Aida Montenegro & Manuela Schmidt. (2023) Achievement Goals, Student Engagement, and the Mediatory Role of Autonomy Support in Lecture-Based Courses. Education Sciences 13:9, pages 912.
Crossref
Gahyun Sung, Harum Bhinder, Tianyi Feng & Bertrand Schneider. (2023) Stressed or engaged? Addressing the mixed significance of physiological activity during constructivist learning. Computers & Education 199, pages 104784.
Crossref
Boon-Yuen Ng. 2023. Motivation and Momentum in Adult Online Education. Motivation and Momentum in Adult Online Education 69 86 .
Bar Shutzman & Naama Gershy. (2023) Children's excessive digital media use, mental health problems and the protective role of parenting during COVID-19. Computers in Human Behavior 139, pages 107559.
Crossref
Lea Grotegut & Katrin B. Klingsieck. (2022) Wie können unterschiedliche Aspekte diagnostischer Kompetenz gefördert werden?. Zeitschrift für Pädagogische Psychologie.
Crossref
Caroline Christopher & Katherine Newman. (2022) Exploring classroom practices associated with greater student engagement that may benefit low-income students in the early grades. Frontiers in Education 7.
Crossref
Jia Zhu, Hang Yuan, Quan Zhang, Po-Hsun Huang, Yongjie Wang, Sixuan Duan, Ming Lei, Eng Gee Lim & Pengfei Song. (2022) The impact of short videos on student performance in an online-flipped college engineering course. Humanities and Social Sciences Communications 9:1.
Crossref
Nkholedzeni Sidney Netshakhuma. 2022. Online Distance Learning Course Design and Multimedia in E-Learning. Online Distance Learning Course Design and Multimedia in E-Learning 60 80 .
Justine Ferrer, Allison Ringer, Kerrie Saville, Melissa A Parris & Kia Kashi. (2020) Students’ motivation and engagement in higher education: the importance of attitude to online learning. Higher Education 83:2, pages 317-338.
Crossref
Mazlina Mahdzar, Aini Jaapar & Wan Zuraida Wan Mohd Zain. (2022) High School Students’ Motivation Needs and Their Intentions to Pursue Tertiary Education. High School Students’ Motivation Needs and Their Intentions to Pursue Tertiary Education.
Roberto Ferriz, Alejandro Jiménez-Loaisa, David González-Cutre, María Romero-Elías & Vicente J. Beltrán-Carrillo. (2022) A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention. Journal of Teaching in Physical Education 41:1, pages 68-77.
Crossref
Joanna Smogorzewska, Grzegorz Szumski, Sandra Bosacki, Paweł Grygiel & Maciej Karwowski. (2022) School engagement, sensitivity to criticism and academic achievement in children: The predictive role of theory of mind. Learning and Individual Differences 93, pages 102111.
Crossref
Chae-Yun Oh, Sang-Eun Choi & Seung-Eun Hur. (2021) Effect of university water sports class participation on sports values and class environment satisfaction. Korean Journal of Lesure, Recreation & Park 45:4, pages 77-85.
Crossref
Trang Phan, Mary Paul & Meina Zhu. (2021) The Role of Teaching Goals and Instructional Technology Perceptions in Faculty Members’ Technology Use. Contemporary Educational Technology 13:3, pages ep307.
Crossref
Jian Zhao, Jiaming Li & Jian Jia. (2021) A study on posture-based teacher-student behavioral engagement pattern. Sustainable Cities and Society 67, pages 102749.
Crossref
Moti Benita & Lennia Matos. (2021) Internalization of Mastery Goals: The Differential Effect of Teachers’ Autonomy Support and Control. Frontiers in Psychology 11.
Crossref
Detlef Urhahne & Lisette Wijnia. (2021) A review on the accuracy of teacher judgments. Educational Research Review 32, pages 100374.
Crossref
Milton Gonzales-Macavilca & Lizeth Nolberto-Quispe. (2020) Satisfaction in engineering careers and their relationship with engagement, self-efficacy, anxiety and grades in a public university in Lima-Peru. Satisfaction in engineering careers and their relationship with engagement, self-efficacy, anxiety and grades in a public university in Lima-Peru.
Syaiful, Kamid, Muslim & Nizlel Huda. (2020) INVESTIGATE THE RELATIONSHIP OF CREATIVE THINKING SKILLS AND JUNIOR HIGH SCHOOL STUDENT MOTIVATION. Humanities & Social Sciences Reviews 8:2, pages 159-167.
Crossref
Alisson Melissa Dominguez Nunez, Diana Carolina Rodriguez Adrian, Miriam Beatriz Lunarejo Aponte, Elvis Gonzales Choquehuanca & Ivan Iraola-Real. (2020) The Engaged Have Better Qualifications? The Academic Engagement Roll in the Academic Performance. The Engaged Have Better Qualifications? The Academic Engagement Roll in the Academic Performance.
Jiahui Chen, E. Scott Huebner & Lili Tian. (2020) Longitudinal relations between hope and academic achievement in elementary school students: Behavioral engagement as a mediator. Learning and Individual Differences 78, pages 101824.
Crossref
W.L. Quint Oga-Baldwin. (2019) Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System 86, pages 102128.
Crossref
Simon Mark Payne, Phillipa Nicholas-Davies & Robert Home. (2019) Harnessing Implementation Science and Self-Determination Theory in Participatory Research to Advance Global Legume Productivity. Frontiers in Sustainable Food Systems 3.
Crossref
Bart Reynders, Maarten Vansteenkiste, Stef Van Puyenbroeck, Nathalie Aelterman, Maarten De Backer, Jochen Delrue, Gert-Jan De Muynck, Katrien Fransen, Leen Haerens & Gert Vande Broek. (2019) Coaching the coach: Intervention effects on need-supportive coaching behavior and athlete motivation and engagement. Psychology of Sport and Exercise 43, pages 288-300.
Crossref
Richard O. Welsh, Sheneka Williams, Shafiqua Little & Jerome Graham. (2017) Right Cause, Wrong Method? Examining the Politics of State Takeover in Georgia. Urban Affairs Review 55:3, pages 703-742.
Crossref
Eunsoo Cho, Jessica R. Toste, Minhye Lee & Unhee Ju. (2018) Motivational predictors of struggling readers’ reading comprehension: the effects of mindset, achievement goals, and engagement. Reading and Writing 32:5, pages 1219-1242.
Crossref
Benjamin Motz, Joshua Quick, Noah Schroeder, Jordon Zook & Matthew Gunkel. (2019) The validity and utility of activity logs as a measure of student engagement. The validity and utility of activity logs as a measure of student engagement.
Jennifer Tiede & Silke Grafe. (2018) Piloting Two Educational Games in Five European Countries: Teachers' Perceptions of Student Motivation and Classroom Engagement. Piloting Two Educational Games in Five European Countries: Teachers' Perceptions of Student Motivation and Classroom Engagement.
Caroline Fitzpatrick. (2017) Ready for kindergarten: Are intelligence skills enough?. South African Journal of Childhood Education 7:1.
Crossref
W.L. Quint Oga-Baldwin & Yoshiyuki Nakata. (2017) Engagement, gender, and motivation: A predictive model for Japanese young language learners. System 65, pages 151-163.
Crossref
W.L. Quint Oga-Baldwin, Yoshiyuki Nakata, Philip Parker & Richard M. Ryan. (2017) Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology 49, pages 140-150.
Crossref
Charlotte Cockroft & Cathy Atkinson. (2017) ‘I just find it boring’: Findings from an affective adolescent reading intervention. Support for Learning 32:1, pages 41-59.
Crossref
Karen Skilling, Janette Bobis, Andrew J. Martin, Judy Anderson & Jennifer Way. (2016) What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28:4, pages 545-566.
Crossref
John Mark Froiland, Mark L. Davison & Frank C. Worrell. (2016) Aloha teachers: teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement. Social Psychology of Education 19:4, pages 879-894.
Crossref
Claire Kinsella, David W. Putwain & Linda K. Kaye. (2016) Learner Engagement: A Review of Approaches in the Psychology of Education and Art Education. Review of Education 4:3, pages 266-289.
Crossref
Almut E. Thomas & Florian H. Müller. (2016) Entwicklung und Validierung der Skalen zur motivationalen Regulation beim Lernen. Diagnostica 62:2, pages 74-84.
Crossref
John Mark Froiland & Frank C. Worrell. (2016) INTRINSIC MOTIVATION, LEARNING GOALS, ENGAGEMENT, AND ACHIEVEMENT IN A DIVERSE HIGH SCHOOL. Psychology in the Schools 53:3, pages 321-336.
Crossref
Jiesi Guo, Benjamin Nagengast, Herbert W. Marsh, Augustin Kelava, Hanna Gaspard, Holger Brandt, Jenna Cambria, Barbara Flunger, Anna-Lena Dicke, Isabelle Häfner, Brigitte Brisson & Ulrich Trautwein. (2016) Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes. AERA Open 2:1, pages 233285841562688.
Crossref
Johnmarshall Reeve. 2016. Building Autonomous Learners. Building Autonomous Learners 129 152 .
William Ludwell Quint Oga‐Baldwin & Yoshiyuki Nakata. (2015) Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in J apanese elementary foreign language classes . Japanese Psychological Research 57:3, pages 167-179.
Crossref
???. (2015) The effect of teacher feedback on student motivation in an EFL writing class. Journal of the Korea English Education Society 14:1, pages 23-41.
Crossref
Sung Hyeon Cheon & Johnmarshall Reeve. (2015) A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology 40, pages 99-111.
Crossref
Gwen C. Marchand & Carrie J. Furrer. (2014) FORMATIVE, INFORMATIVE, AND SUMMATIVE ASSESSMENT: THE RELATIONSHIP AMONG CURRICULUM-BASED MEASUREMENT OF READING, CLASSROOM ENGAGEMENT, AND READING PERFORMANCE. Psychology in the Schools 51:7, pages 659-676.
Crossref
안유진 & 장형심. (2014) Psychological Need Satisfaction and Academic Engagement: The Mediating Effect of Hopeful Thinking. 한국심리학회지: 사회및성격 28:2, pages 77-103.
Crossref
Virginia M.C. Tze, Lia M. Daniels & Robert M. Klassen. (2014) Examining the factor structure and validity of the English Precursors to Boredom Scales. Learning and Individual Differences 32, pages 254-260.
Crossref
Reima Al-Jarf. (2020) Distance Learning and Undergraduate Saudi Students’ Agency during the COVID-19 Pandemic. SSRN Electronic Journal.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.