A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes

Abstract

This study examined the degree to which teacher perceptions of variables that influence student motivation and demotivation are congruent with student reports of those variables. Findings indicated substantial agreement on the range of overall factors affecting motivation. However, the sharp division between motivation as a personally‐owned state and demotivation as a teacher‐owned problem reported by students was not apparent across the teachers' perceptions. There were differences among teachers in perceptions of their ability to influence motivation, with those who were more optimistic about motivation in their classrooms perceiving greater influence of teacher behavior on both motivation and demotivation.