Middle School Students' Remote Interactions and Their Influence on Academic Motivation During the COVID-19 Pandemic (Poster 7)

• In Event: AERA Poster Session 10
  In Poster Session: Motivation in Education SIG Poster Session: Contextual Factors, Teacher Motivation, and Motivational Interventions (San Diego)

Abstract

Over the past few decades, researchers demonstrated that peers are viewed as powerful
socialization agents for the development of children’s achievement motivation (Kindermann,
2007; Ladd et al., 2009; Ryan, 2001). However, children’s interactions in schools have changed
drastically in many countries with the pandemic. National and local quarantines and school
closures have severely limited children’s daily face-to-face interaction with their peers (Cameron
& Tenenbaum, 2021). Also, Duckworth et al. (2021) found that high school students who
attended remote education have lower social, emotional, and academic well-being than those
who attended in-person. Therefore, this study examines the remote interactions of middle school
students and their influences on their motivation (expectancies for success and intrinsic value).

Authors

• Utku Caybas, Michigan State University

• Deniz Seyda Tarim, Academy of Science, LV

• Yesim Capa Aydin, Middle East Technical University