The role of quality of motivation and mindset on teaching style in English language instructors

buir.advisorAteşkan, Armağan
dc.contributor.authorAkay, Vahide Teke
dc.date.accessioned2023-05-25T10:27:38Z
dc.date.available2023-05-25T10:27:38Z
dc.date.copyright2023-05
dc.date.issued2023-05
dc.date.submitted2023-05-24
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (Master's): Bilkent University, M.A. in Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2023.en_US
dc.descriptionIncludes bibliographical references (leaves 74-85).en_US
dc.description.abstractThe present experimental study tested whether inducing English language instructors’ autonomous or controlled motivation and their fixed or growth mindset about teaching ability influence their autonomy-supportive versus controlling teaching style. A hundred and fifty-six English language instructors working at the preparatory programs of state and non-profit foundation universities in Turkey participated in the study. The results of t-tests showed that participants in the autonomous motivation and growth mindset conditions endorsed their conditions to a larger extent than the teachers in controlled motivation and fixed mindset conditions. However, Factorial ANOVA indicated that neither the main effect of each condition nor the interaction of the conditions predicted the participant English language instructors’ autonomy-supportive or controlling teaching style. Furthermore, supplementary analyses revealed that teachers from non-profit foundation universities and younger teachers reported higher autonomy-supportive teaching style than teachers from state universities and older teachers. The findings are discussed in terms of their methodological and educational implications.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityby Vahide Teke Akayen_US
dc.format.extentix, 113 leaves ; 30 cm.en_US
dc.identifier.itemidB162084
dc.identifier.urihttp://hdl.handle.net/11693/112348
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rights.uriinfo:eu-repo/semantics/openAccessen_US
dc.subjectSelf-Determination Theory (SDT)en_US
dc.subjectQuality of motivationen_US
dc.subjectAutonomous motivationen_US
dc.subjectControlled motivationen_US
dc.subjectImplicit theories of abilityen_US
dc.subjectAutonomy-supportive teachingen_US
dc.subjectControlling teaching styleen_US
dc.titleThe role of quality of motivation and mindset on teaching style in English language instructorsen_US
dc.title.alternativeİngilizce öğretim görevlilerinin motivasyonlarının niteliğinin ve öğretim yeteneğinin kökeni ile ilgili örtülü inançlarının öğretim stillerine etkisien_US
dc.typeThesisen_US
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