Student Perceptions of Teaching Strategies as Predictors of Student Motivation and Achievement Across Three Subjects

• In Event: Perception, Motivation, and Self-Regulated Learning

Abstract

We tested whether student perceptions of teachers’ teaching strategies predicted students’ intrinsic motivation, academic self-efficacy, and achievement in Korean, English, and math. Whether students’ gender and prior achievement moderated the effects of different teaching strategies and how the predictive patterns varied across subjects were also examined. We analyzed two waves of data in the nationally representative longitudinal dataset collected when students were 7th and 8th graders. Among the four types of teaching strategies, those that provided students with a review of past lessons and a preview of upcoming lessons demonstrated the most consistent effects, positively predicting students’ intrinsic motivation, self-efficacy, and achievement in all three subjects. Neither gender nor prior achievement moderated the relationships between teaching strategies and student outcomes.

Authors

• Bein Lim, Korea University

• Seohee Park, Korea University - Brain and Motivation Research Institute

• Seoyeon Julie Jung, Brain and Motivation Research Institute

• Mimi Bong, Korea University