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