Relationships Between Motivational Climate and Course Ratings in an Educational Psychology Course Over Time

• In Event: Research on teaching and learning in educational psychology: The role of motivation

Abstract

This mixed-methods case study examined how motivational climate and students’ evaluations of teaching (SETs) fluctuated over time in three sections of an educational psychology course. Motivational climate perceptions and SETs were assessed at nine timepoints via online surveys. Students also answered open-ended items about factors impacting their motivational climate perceptions. The instructors provided reflections on the survey responses. These data were analyzed by creating figures and conducting correlations and ANOVAs. The instructor reflection logs and student comments were used to explain the quantitative findings. Results demonstrated students’ motivational climate perceptions and SETs were positively correlated throughout the semester, suggesting SETs may reflect overall motivational climate. Additionally, both similarities and differences in motivational climate perceptions and SETs were found across courses.

Authors

• Saylor Bane, Virginia Tech

• Brett D. Jones, Virginia Tech

• Zeynep Ambarkutuk, Virginia Tech

• Hande Fenerci, Virginia Tech