"We all motivate each other": Student-Teacher Relationships during COVID-19

• In Event: Teacher-Student and Peer Relationships as Learning Contexts

Abstract

During the spring of 2020, the COVID-19 global pandemic forced schools to quickly adapt from in-person to remote instruction. Several studies have determined that there is an association between instructional quality and student motivation and achievement (Blömeke, Olsen, Suhl, 2016). Eccles et al. (2020) also argued that student academic motivation may be influenced by the changes in adolescents’ relationships with others (e.g., parents, teachers). This project used online surveys to explore the daily experiences of high school and college students in the context of the COVID-19 pandemic. Specifically, we aimed to understand how student motivation is affected by transferring to an online learning platform.

Using qualitative methods, we explored longitudinal open-ended survey data collected online from high school seniors (N =110) and college seniors (N = 200) approximately 1 month after learning had moved entirely online in the midst of the COVID-19 pandemic. Students were asked to answer the following: “Thinking about your current educational experience, what is most helpful to you? What are the most challenging parts of your current educational experience?” Data were analyzed using inductive coding (detecting behaviors and patterns that appear to repeat), followed by deductive coding (applying emergent categories; Strauss, 1987). Student responses were analyzed by and across cohorts using the traditions of in-vivo coding and the constant comparison method. Several emergent themes were identified, including decreases in motivation, having teacher support, and struggling with the transition to an online platform.

Findings reveal that, across both high school and college levels, students expressed that feeling a sense of support and having consistent open communication from teachers were considerable factors determining if a student felt more positive about their current school experience (e.g., “ What is more helpful is how accessible and kind my professors are...”, “ I really enjoy the availability of the teachers”). High school students expressed more positivity when mentioning having more free time to explore their personal interests (e.g., “I've gotten a lot of time to self reflect and get stuff done that I've been putting to the side”). College students signified more academic positivity when they expressed having support from their peers (e.g., “It has been helpful self isolating with other UC Davis students. We all motivate each other to stay on tasks and take breaks outside and be active”).

Collectively, these findings suggest that teachers’ and student’ expectations need to adapt to the new online structure so that students can stay motivated throughout their classes.This dilemma shows that not only do teachers need to reevaluate their expectations of students, but that students also need to reevaluate what kind of support the teacher can give. Students need to be aware that teachers are adapting to online distance learning as well, and may not be able to give the same attention and support that was once reflected in in-person classrooms.

Authors

• Giana Hamilton, University of California - Davis
  Presenting Author

• Aubrey Uresti, San José State University
  Non-Presenting Author

• Adrienne Nishina, University of California - Davis
  Non-Presenting Author

• Diana Meter, Utah State University
  Non-Presenting Author

• Alysha Ramirez Hall, University of California, Davis
  Non-Presenting Author