Hidden Motivators: Exploring Graduate Teaching Assistants’ Beliefs, Knowledge, and Intended Motivational Practices Through Self-Determination Theory (Poster 3)

• In Event: AERA Poster Session Saturday 9:50 a.m.
  In Poster Session: Exploring Contextual, Climate, and Social Supports for Motivational Processes

Abstract

Graduate teaching assistants (GTAs) role in student motivation is often overlooked despite the large involvement they have in teaching. This mixed methods study, grounded in self-determination theory, examined the relationships among GTAs beliefs, knowledge, self-efficacy and intended motivational practices. An online survey was administered to GTAs (N= 292) at a southeastern university. Quantitative results revealed that beliefs, responsibility, and knowledge were positively related to intended motivational practices. Additionally, beliefs and feelings toward responsibility related to self-efficacy, whereas knowledge was not. Qualitative analysis identified various challenges that GTAs faced in motivating students (e.g.,lack of time and autonomy). Findings can help to inform training and guidance for early educators, including GTAs, to support student motivation.

Authors

• Shea Elizabeth Ferguson, University of South Carolina

• Emily P. Lohrbach, University of South Carolina

• Melissa Duffy, University of South Carolina