Effect of Behavioral Styles of Teachers’ Intrinsic Motivation on Students' Intrinsic Academic Motivation among Students at Grade 11 in Sultanate of Oman

Abstract

This study aimed at investigating the relationship between behavioral styles of teachers' intrinsic motivation as perceived by students and students' intrinsic academic motivation. It also shed light on the level of contribution of each studied style on student's intrinsic academic motivation and investigating if there were significant differences in student's perception of the teachers' behavioral styles and intrinsic motivation due to gender and major. The sample consisted of 687 students at grade 11 in Sultanate of Oman. The study developed two instruments: Behavioral styles of teacher's intrinsic motivation as perceived by students and student's intrinsic academic motivation. The results showed there were significant positive correlations between behavioral styles of teachers' intrinsic motivation and student's intrinsic academic motivation. They also showed that there were significant differences in the student's intrinsic academic motivation and their perception of the behavioral styles of teachers' intrinsic motivation due to gender and major and that there were significant differences in the level of contribution for each studied behavioral styles on the students intrinsic academic motivation based on gender and major