Teacher–Student Interactions in the Middle School Classroom and Related Student Motivation for Science

• In Event: 52.084 - Roundtable Session 18
  In Roundtable Session: 52.084-16 - Motivation, Language, Culture, and Race as Contributing Factors in Classroom Management

Abstract

This study examined interactions between middle school science students' perceptions of teacher-student interactions and their motivation for learning science. This mixed methods study followed a sequential explanatory model, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. Results from Phase One indicated that students’ perceptions of teacher interpersonal behaviors were predictive of their efficacy for learning science, task value for learning science, mastery orientation, and performance orientation. Results from Phase Two revealed themes relating to students’ construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Implications for middle grades education and pre-service behavior management training are discussed.

Author

• Julie Brockman Smart, Clemson University