Intrinsic motivation and self-efficacy as pathways to innovative teaching: a mixed-methods study of faculty in Chinese higher education
Abstract This mixed-methods study, grounded in Self-Determination Theory and Bandura’s Social Cognitive Theory, investigated the interplay between intrinsic motivation, self-efficacy, and innovative teaching practices among faculty members in Chinese higher education. A quantitative survey (n = 357)...
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| Format: | Article |
| Language: | English |
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BMC
2025-08-01
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| Series: | BMC Psychology |
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| Online Access: | https://doi.org/10.1186/s40359-025-03177-y |
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| author | Xinyan Li Xiaoge Pei Jing Zhao |
| author_facet | Xinyan Li Xiaoge Pei Jing Zhao |
| author_sort | Xinyan Li |
| collection | DOAJ |
| description | Abstract This mixed-methods study, grounded in Self-Determination Theory and Bandura’s Social Cognitive Theory, investigated the interplay between intrinsic motivation, self-efficacy, and innovative teaching practices among faculty members in Chinese higher education. A quantitative survey (n = 357) examined these relationships using structural equation modeling (SEM). The qualitative data from focus groups (n = 18) provided deeper insights into faculty experiences and perspectives. The quantitative findings revealed that faculty members who reported higher levels of enjoyment and perceived competence (intrinsic motivation) also demonstrated greater self-efficacy beliefs. Self-efficacy further emerged as a significant positive predictor of innovative teaching practices. The qualitative data corroborated these findings and critically highlighted administrative workload as a primary barrier to faculty intrinsic motivation and innovation, while underscoring professional development as key to bolstering self-efficacy. This study underscores the importance of fostering intrinsic motivation and self-efficacy to promote innovative teaching practices in Chinese universities. |
| format | Article |
| id | doaj-art-cdced29294d44ba886f8fd51c44a5373 |
| institution | Kabale University |
| issn | 2050-7283 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj-art-cdced29294d44ba886f8fd51c44a53732025-08-20T03:46:20ZengBMCBMC Psychology2050-72832025-08-0113112110.1186/s40359-025-03177-yIntrinsic motivation and self-efficacy as pathways to innovative teaching: a mixed-methods study of faculty in Chinese higher educationXinyan Li0Xiaoge Pei1Jing Zhao2Faculty of Life Science, Changchun Sci-Tech UniversityFaculty of Sciences and Liberal Arts, UCSI UniversityFaculty of Language and Culture, Changchun Sci-Tech UniversityAbstract This mixed-methods study, grounded in Self-Determination Theory and Bandura’s Social Cognitive Theory, investigated the interplay between intrinsic motivation, self-efficacy, and innovative teaching practices among faculty members in Chinese higher education. A quantitative survey (n = 357) examined these relationships using structural equation modeling (SEM). The qualitative data from focus groups (n = 18) provided deeper insights into faculty experiences and perspectives. The quantitative findings revealed that faculty members who reported higher levels of enjoyment and perceived competence (intrinsic motivation) also demonstrated greater self-efficacy beliefs. Self-efficacy further emerged as a significant positive predictor of innovative teaching practices. The qualitative data corroborated these findings and critically highlighted administrative workload as a primary barrier to faculty intrinsic motivation and innovation, while underscoring professional development as key to bolstering self-efficacy. This study underscores the importance of fostering intrinsic motivation and self-efficacy to promote innovative teaching practices in Chinese universities.https://doi.org/10.1186/s40359-025-03177-yIntrinsic motivationSelf-efficacyInnovative teaching practicesHigher educationFaculty developmentChina |
| spellingShingle | Xinyan Li Xiaoge Pei Jing Zhao Intrinsic motivation and self-efficacy as pathways to innovative teaching: a mixed-methods study of faculty in Chinese higher education BMC Psychology Intrinsic motivation Self-efficacy Innovative teaching practices Higher education Faculty development China |
| title | Intrinsic motivation and self-efficacy as pathways to innovative teaching: a mixed-methods study of faculty in Chinese higher education |
| title_full | Intrinsic motivation and self-efficacy as pathways to innovative teaching: a mixed-methods study of faculty in Chinese higher education |
| title_fullStr | Intrinsic motivation and self-efficacy as pathways to innovative teaching: a mixed-methods study of faculty in Chinese higher education |
| title_full_unstemmed | Intrinsic motivation and self-efficacy as pathways to innovative teaching: a mixed-methods study of faculty in Chinese higher education |
| title_short | Intrinsic motivation and self-efficacy as pathways to innovative teaching: a mixed-methods study of faculty in Chinese higher education |
| title_sort | intrinsic motivation and self efficacy as pathways to innovative teaching a mixed methods study of faculty in chinese higher education |
| topic | Intrinsic motivation Self-efficacy Innovative teaching practices Higher education Faculty development China |
| url | https://doi.org/10.1186/s40359-025-03177-y |
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