Relationship Between Teachers’ Use of Value Statements During Instruction and Students’ Perceived Utility for Science

• In Event: Interest and Value: Motivating Students in Math, Science, and Reading

Abstract

Using data collected through surveys, classroom observations, and the Experience Sampling Method, we investigated whether teachers’ use of utility value statements during science instruction is related to seventh grade students’ perceptions about the usefulness of science. We also examined whether gender, race and perceived competence moderate this relationship. Hierarchical Linear Modeling was used to analyze the data. The number of utility statements teachers made during instruction was positively associated with students’ ratings of usefulness of the content. Students with high perceived competence expressed higher content usefulness and were more responsive to teachers’ use of utility statements. Gender played a complex role in the relationship between teacher statements and students’ beliefs. Implications for motivation research and science teacher practice are discussed.

Authors

• Hayal Zeynep Kackar-Cam, Northern Illinois University

• Stephen S. Kafkas, Northern Illinois University

• Jennifer A. Schmidt, Northern Illinois University