The Effect of Teachers' Utility Statements on Students' Perceptions of Learning and Autonomy During Science Class

• In Event: 26.064 - Diverse Approaches to Examining Teacher and Contextual Influences on Student Motivation and Learning

Abstract

Using data collected through surveys, classroom observations, and a variant of the Experience Sampling Method, we investigated whether teachers’ utility statements during science instruction were related to ninth grade students’ perceptions of how much they learn and feel autonomous in their daily science activities. We also examined whether gender, race, situational interest, grades and perceived competence moderated these relationships. Results revealed that utility statements were positively associated with students’ ratings of learning and autonomy during class. While competence was positively associated with learning and autonomy, it did not moderate the relationship between teacher statements and outcomes. Gender and race played a complex role in the relationship between utility statements and outcomes. Implications for motivation research and teacher practice are discussed.

Authors

• Hayal Zeynep Kackar-Cam, Northern Illinois University

• Jennifer A. Schmidt, Michigan State University

• Lee Shumow, Northern Illinois University