The present study investigates whether teachers' empathy toward students affects students' motivation. The Teacher Empathy Questionnaire and the Multi-dimensional Motivational Instrument were administered to 83 students in Grades 3 to 8 from a metropolitan inner-city parochial school. The analyses indicate that teachers' empathy significantly affected students' post-academic self-concept and post-achievement motivation, even after controlling for the effects of students' prior motivation.
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