Teachers’ Estimates of Their Students’ Motivation and Engagement

• In Event: Poster Session 8
  In Poster Session: Contextual and Cultural Influences on Motivation, Engagement, and Affect

Abstract

We hypothesized that teachers would better estimate their students’ engagement than they would their students’ motivation. Korean high-school teachers rated three aspects of motivation and four aspects of engagement for each student in their class while students completed questionnaires to provide referent self-reports. As expected, preliminary correlations showed that each of the seven teacher ratings correlated significantly with its corresponding student self-report. Multi-level analyses showed that, after statistically controlling for potentially confounding information (e.g., student achievement, gender), teachers’ engagement estimates corresponded to their students’ self-reports while their motivation estimates corresponded only to the judgmental confounds. We conclude that teachers can gain more useful information during instruction when they monitor and respond to their students’ engagement signals.

Authors

• Woogul Lee, Korea University

• Johnmarshall Reeve, Korea University