文章基本信息

标题：Does the Metacognitive Attitude Predict Work Motivation in Italian Teachers?
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作者：Paola Magnano 1* , Giuseppe Santisi 2 , Tiziana Ramaci
期刊名称：Open Journal of Social Sciences
印刷版ISSN：2327-5952
电子版ISSN：2327-5960
出版年度：2014
卷号：02
期号：12
页码：96-105
DOI：10.4236/jss.2014.212014
语种：English
出版社：Scientific Research Publishing
摘要：Motivation to teach is a complex construct; often it is not observed directly but rather inferred from the teachers’ behavioural indexes, such as verbalisations, task choices and goal-directed activities. It is related to what energises, directs and sustains teachers’ behaviour as they move toward accomplishing their goals of student achievement. Metacognitive attitude is considered an interrelated concept to motivation to teach and refers to teachers’ conscious awareness of their thought processes; it is considered as an essential component of the process of teaching for learning. It includes self-regulation (teacher self-regualted are able to transform their mental ability and teaching knowledge into teaching skills in the classroom with their students) and self-efficacy (it refers to teachers’ beliefs about their own values, competencies, and accomplishments). The present study investigates the relation between work motivation and metacognitive attitude in a sample of Italian teachers, working in Primary, Middle and High School. Data analysis showed strong correlation between the two dimensions investigated, giving important suggestions about teachers’ lifelong learning.
关键词：Motivation; Metacognitive Attitude; Teaching