Collective Connections: Predictors and Outcomes of Relatedness Consensus in Large-Lecture Classrooms

• In Event: AERA Poster Session Saturday 3:45 pm
  In Poster Session: Motivating and Motivated: Experiences, Contexts, and Socializers

Abstract

Relatedness can support students’ motivation and success, yet little is known about collective experiences of classroom relationships. Understanding relatedness is especially needed in postsecondary STEM settings, where hostile atmospheres can threaten motivation. We examined students’ (N = 1,663) agreement about relatedness with peers and teachers across 63 lectures in 16 undergraduate STEM courses and how agreement related to demographic heterogeneity and class-average expectancy-value beliefs. Results revealed that agreement was high across most lectures but was not related to demographic heterogeneity nor end-of-class motivational beliefs. However, teacher relatedness positively predicted utility value and self-efficacy. Our study offers important insights into the contextual properties and functions of relatedness in large-lecture settings and point towards avenues for advancing knowledge in this area.

Authors

• Cole D. Johnson, McGill University

• Johana Sava, McGill University

• Sanheeta Shankar, McGill University

• Romane Monnet, McGill University

• Jessica Hunter, McGill University

• Marianne Dubé, McGill University