Acknowledging Reciprocity: The Interrelations of Teacher Support, Grades, and Student Motivation Over Time

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

Abstract

Teacher support and grades are known to be related to student motivation and achievement-related behavior. However, not enough is known about how these contextual classroom factors and student motivation interact over time. Using data from 1986 students and their teachers from the longitudinal MSALT study, the current study investigates the longitudinal reciprocal interrelations of teacher support and grades with student motivation (success expectancies and subjective task value) and effort across two school years. Two-level cross-lagged analyses showed differential patterns of reciprocal relations between student motivation and effort and teacher support and grades. Findings suggest that student motivation and effort should not only be considered as important outcomes, but also as important antecedents to better understand classroom and teaching processes.

Authors

• Anna-Lena Dicke, University of California - Irvine

• Jacquelynne Eccles, University of California - Irvine