<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282020000100014</article-id>
<article-id pub-id-type="doi">10.6018/analesps.36.1.337911</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study]]></article-title>
<article-title xml:lang="es"><![CDATA[Diferencias en el clima motivacional en el aula: causas, efectos e implicaciones para la formación docente. Un estudio multinivel]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alonso-Tapia]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz]]></surname>
<given-names><![CDATA[Miguel A]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huertas]]></surname>
<given-names><![CDATA[Juan A]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>122</fpage>
<lpage>133</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282020000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282020000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282020000100014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Research on classroom motivational climate (CMC) has shown significant differences between classrooms in CMC. However, it is not known whether teachers&#8217; motivational knowledge, and goals and expectancies related to their students contribute to such differences, and consequently, on the effects of CMC on students. For answering this question, a multilevel model of the relationships among a) teachers&#8217; knowledge and motivational characteristics, b) students&#8217; goals and expectancies (SGE), c) perceived CMC, and d) students&#8217; attribution of perceived motivational improvement to teachers (APMIT) was tested using structural equation methods. A total of 2.223 Secondary and High School students and their 95 teachers participated in the study. Results showed that teachers&#8217; motivational quality (TMQ) has a significant indirect effect on differences between classrooms in CMC, and on the students&#8217; attribution of perceived improvement in motivational variables to teachers, but also that teachers&#8217; characteristics differ in their contribution to TMQ, and so, to CMC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La investigación sobre el clima motivacional en el aula (CMC) ha mostrado diferencias significativas entre las aulas en CMC. Sin embargo, no se sabe si el conocimiento motivacional de los docentes y las metas y expectativas relacionadas con sus alumnos contribuyen a tales diferencias y, en consecuencia, a los efectos de la CMC en los alumnos. Para responder a esta pregunta, un modelo multinivel de las relaciones entre a) el conocimiento y las características motivacionales de los profesores, b) las metas y expectativas de los estudiantes (SGE), c) la percepción de CMC, y d) la atribución de los estudiantes de la mejora motivacional percibida a los maestros (APMIT) se probó utilizando métodos de ecuaciones estructurales. Un total de 2.223 estudiantes de secundaria y preparatoria y sus 95 profesores participaron en el estudio.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Classroom motivational climate]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; motivational knowledge]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; goals on students]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; expectancies]]></kwd>
<kwd lng="en"><![CDATA[Students&#8217; goal-orientations]]></kwd>
<kwd lng="es"><![CDATA[Clima motivacional en el aula]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento motivacional de los docentes]]></kwd>
<kwd lng="es"><![CDATA[Metas de los docentes sobre los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Expectativas de los docentes]]></kwd>
<kwd lng="es"><![CDATA[Orientación motivacional de los estudiantes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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