Student Perceptions of Mastery Class Goals Mediate Effects of Teacher Instructional Practices on Adolescent Engagement

• In Event: Poster Session 13
  In Poster Session: Motivation in Education SIG Poster Session 2

Abstract

This research investigated whether student perceptions of classroom motivational climate mediate relationships between observed teaching practices and students’ self-reported engagement in mathematics and science. In the fall, we observed 58 fifth and sixth grade teachers’ instructional, emotional, and practices using the Classroom Assessment Scoring System. In the fall and spring, we assessed student perceptions of classroom achievement goals and their engagement. When controlling for prior engagement, student perceptions of the mastery goals mediated the effect of instructional support. The effect of emotional support was mediated when not controlling for prior engagement and organization was not mediated by student perceptions. Teaching practices were not mediated by perceptions of performance goals. Results for mediation models with behavioral and emotional engagement yield similar results.

Authors

• Sarah E. McKellar, University of Michigan - Ann Arbor

• Allison M. Ryan, University of Michigan - Ann Arbor