Elementary Teachers' Pedagogical Practices and Students' Motivational Resources in Written French

• In Event: Poster Session 1
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

The purpose of this study was to evaluate if teachers’ pedagogical practices predict elementary students’ motivational resources toward written French and if this relation is moderated by students’ learning disabilities. The pedagogical practices assessed are autonomy support, structure, collaboration, and authentic tasks. The children’s motivational resources evaluated are intrinsic, identified and controlled regulations as well as perceived competence and perceived relatedness with the teacher. The participants were 117 elementary school teachers and 2077 students. Results based on HLM showed some main effects of teachers’ pedagogical practices on motivational resources. However, some positive relations between teachers’ pedagogical practices and motivational resources are higher for students with learning disabilities than for regular students. Results are discussed in line with theory and research.

Authors

• Frederic Guay, Université Laval

• Pierre Valois, Université Laval

• Erick Falardeau, Université Laval

• Valerie Lessard, Laval University