Examining How Teachers Impact Student Learning and Motivation Across Gender, Subject, Achievement, and School Level

• In Event: The Role of Teachers in Enhancing Student Outcomes

Abstract

Using a regionally representative data of Korean adolescents, we investigated the relative predictions of perceived teacher characteristics (competence, student-centered instruction, closeness with students, and displayed enthusiasm) on students’ self-efficacy, interest, and achievement. We also examined whether the predictions differ by subject, school level (middle vs. high school), gender, and prior achievement. The results showed that the competence and closeness of teachers benefited all students across different contexts, although high-achieving students tended to reap even greater advantages from them. However, teachers’ implementation of student-centered instruction had a conflicting impact as it enhanced the motivation of low-achieving students but impaired achievement of high-achieving students. Our findings provide practical insights for teachers to tailor their support to diverse students in different learning contexts.

Authors

• Dajung Diane Shin, Kyungnam University

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

• Ju Ae Kim, Korea University - Brain and Motivation Research Institute

• Benjamin Nagengast, University of Tübingen

• Mimi Bong, Korea University