ArticleBMC psychology2025
Intrinsic motivation and self-efficacy as pathways to innovative teaching: a mixed-methods study of faculty in Chinese higher education.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Multivariate modeling of organizational dynamics and faculty well-being in higher education.BMC psychology · 2026Article
- Good and bad: how university innovation support influences college students' innovative behavior.BMC psychology · 2026Article
- The Predictive Role of Community of Inquiry in Shaping Students' Creative Self-Concept: A Cross-Sectional Study.Nursing open · 2026Article
- Perceived workload and teaching innovative behavior in university teachers: parallel mediation by need for cognitive closure and thriving at work, gender multi-group.Frontiers in psychology · 2026Article
- Driving pathways of university teachers' professional development: the roles of perceived team leadership, innovative self-efficacy, and organizational innovation climate.Frontiers in psychology · 2026Article
- Techno-stress and teaching innovation among university teachers in the intelligent era: a path analysis of job burnout and AI self-efficacy.Frontiers in psychology · 2026Article
- Investigating the mediating role of comprehensive self-efficacy in the relationship between altruistic factors and voluntary non-remunerated blood donation behavior.Frontiers in public health · 2026Article
- How university teachers' digital literacy influences their innovative ability: a system dynamics theoretical modeling and simulation study.Frontiers in psychology · 2025Article
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3 authors.
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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.
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