Understanding Competence Beliefs Through Daily Science Instruction: A Mixed-Methods Multiple Case Study

• In Event: AERA Roundtable Session Sunday 1:45 pm - Gold 4
  In Roundtable Session: Igniting Motivation: Complementary Perspectives on Motivating Climates and Socializers

Abstract

This mixed-methods multiple case study investigates how middle school science teachers enact competence-supportive instruction and how these patterns relate to students’ competence beliefs. The quantitative strand identified prior achievement, science interest, and perceived teacher competence support as significant predictors of change in students’ competence beliefs. Based on distinct patterns of change in competence beliefs, three classrooms were selected for in-depth qualitative analysis. The qualitative strand drew on classroom videos and daily surveys to examine how competence-supportive strategies were enacted and experienced. Findings reveal variation in teachers’ consistency and framing of competence support, highlighting how instructional patterns intersect with students’ motivational experiences. This study highlights the value of mixed-methods in linking broad motivational trends with the situated dynamics of classroom instruction.

Authors

• Stephanie Hyewon Shin, Michigan State University

• Jennifer A. Schmidt, Michigan State University

• Lisa Linnenbrink-Garcia, Michigan State University