Effects of Instructional Behaviors for Teacher Predicted High School Students’ Learning Motivation and Critical Thinking Dispositions

Abstract

The objectives of this study were to examine the effects of high school students’ perceptions through instructional behaviors to predict learning motivation and critical thinking disposition in Cambodia. The participants in this study were 515 high school students from eighth to tenth grades of three high schools. Data were collected from February 6 to March 6, 2023. Structural equation modeling was used for analysis. The level of correlation ranged from low to moderate (0.059 to 0.515), and the effect sizes of each subconstruct ranged from 0.11 to 0.61, respectively. In conclusion, the most influential mediator of this model was subjective task value, and the strongest predictors were cooperation, autonomy support, and video lecture support, while intrinsic motivation was the most effective contributor to critical thinking dispositions. These findings indicated the need for practitioners to improve their teaching in general knowledge and enhance the feasibility of education. Researchers recommend that teachers should (1) consider learning choices with tasks, (2) provide sufficient learning structure by offering clear support such as video lectures with clear explanations, linking with homework or exercises in the textbooks, and adequate support and feedback on what students do in their learning, and (3) provide involvement opportunities that allow students to engage in group learning cooperatively and peer support such as peer-constructive feedback, peer-teaching, and peer-assistance in dealing with learning tasks during the academic year. Policymakers and stakeholders who aim to improve pedagogical knowledge for teacher training should make decisions based on each indicator to adapt training accordingly. Therefore, instructional behaviors are necessary to increase the critical thinking disposition and learning competence of high school students. In addition, it is important to consider the learning motivation of students for effective learning. Implications for further research will be discussed.