Teachers' Evaluation and Reporting Orientations and their Impact on Elementary Students' Motivation

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

Abstract

This quantitative secondary analysis used data from the ECLS-K:2011 longitudinal study, which followed approximately 18,000 elementary students and their teachers from kindergarten through fifth grade. The study examined whether teachers’ evaluation and reporting orientations—norm-referenced, criterion-referenced, and growth-referenced—were associated with student motivation. Controlling for gender, race, and socioeconomic status, regression models revealed little to no relationship between teachers’ evaluation orientations and students’ motivation. However, gender showed the strongest association: on average, female students rated their motivation 0.22 points higher than males. Asian students and those in more diverse schools reported slightly lower motivation than their peers.

Author

• Melissa Lefebvre, University of New Hampshire