Teachers’ application of Motivational interviewing in schools

Martina Jordan
This is a PhD project which focus on the implementation and application of Motivational interviewing in schools. Motivational interviewing (MI) is a collaborative communication style used to promote individuals’ own motivation and self-efficacy. In seeking to develop and strengthen teachers’ relational approaches and knowledge, and to support pupils’ motivation, interest in applying MI in schools has increased. Previous research has shown that MI can be effective in promoting students’ academic motivation, promote students’ self-efficacy, and increasing school attendance. However, little is known about school-based MI from a teacher’s perspective and how MI is applied by teachers in their daily work. There is also a lack of research on MI-based interventions in school which aim to increase teachers’ autonomy-supportive teaching and promote students’ academic motivation. Understanding teachers’ use and experiences of MI could provide valuable information for future school development and teacher education. The dissertation project consists of three studies.

The purpose of the project
The main purpose is to study teachers’ experiences and perceptions of applying Motivational interviewing (MI) in Swedish elementary schools. The project also aims to test whether a teacher-focused intervention based on MI can increase teachers’ autonomy-supportive behaviors and teacher efficacy, and increase students’ academic motivation and their perceptions of autonomy support.

The project
The first study is a qualitative interview study, in which 13 MI-trained teachers in grades 4–9 participated. The aim is to investigate the teachers’ experiences of applying MI in school.

The second study in the project is an intervention study where teachers in grades 5–6 have been trained in MI during one semester. The aim is to test whether a teacher-focused intervention based on MI can increase teachers’ autonomy-supportive behaviors and teacher efficacy, and increase students’ academic motivation and their perceptions of autonomy support. 14 teachers and 478 students in grades 5–6 from 16 different primary schools participated in this study. The data material consists of surveys with both teachers and students.

The third study is an intervention study where 23 teachers in grades 7–9 have been trained in MI during one semester. The purpose is to investigate what experiences and perceptions teachers have from participating in an MI-based intervention, which aims to strengthen teachers’ relational approach and promote students’ motivation. The data material consists of focus group interviews with the teachers.

Publications
Jordan, M.S., Wagnsson, S., & Gustafsson, H. (2023). Using motivational interviewing to promote teacher efficacy, autonomy-supportive teaching, and students’ academic motivation. Cogent Education, 10(2), 2229033. 
https://doi.org/10.1080/2331186X.2023.2229033

Svensson, M., Wagnsson, S., & Gustafsson, H. (2021). Can motivational interviewing be a helpful professional tool? Investigating teachers’ experiences. Educational Research, 63(4), 440-455. https://doi.org/10.1080/00131881.2021.1989318