Too hot, too cold, or just right? Motivational Microclimates and Correlates in Three STEM Courses

• In Event: Messages, Pedagogies, and Identities: Building Belonging for Diverse Learners

Abstract

Students in the same classroom can experience different “motivational microclimates” based on how they perceive instructional practices. Using latent profile analysis, we identified motivational microclimate subgroups in three large, undergraduate STEM courses (N = 1,139). Distinct profiles displaying unique patterns of perceived supports for autonomy, competence, and relatedness were observed in each course. Relations of profile membership to predictors and outcomes including self-efficacy, task values, major intentions, and grades displayed course-specific patterns. Findings revealed that motivational climates are not monolithic—even within a single class—and that different motivational beliefs appear to be “activated” by different classrooms, such as in how student characteristics shape their perceptions. Results highlight the need for context-sensitive approaches to studying and practicing motivationally supportive teaching.

Authors

• Kristy A. Robinson, McGill University

• Jessica Hunter, McGill University

• Cole D. Johnson, McGill University

• Sanheeta Shankar, McGill University