Work

Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes

Year: 2023

Type: article

Abstract: Studies have shown that teacher perceptions of student achievement influence teacher-student interactions, subsequently affecting student outcomes. However, teachers may also take note of and respond to the motivation and engagement of their students in a differential way, which could affect student outcomes as well. In the present study, we thus examined whether teacher perceptions of student motivation and engagement predict student achievement and self-reported motivation and engagement in reading and maths over several school years. Analysing longitudinal data from N = 2402 students and their teachers, we found that teacher perceptions of student motivation and engagement in Grade 5 were significantly related to student achievement in reading 1 year later and in maths 1, 2, and 3 years later. An association with student motivation and engagement was only found for maths 1 year later.

Source: European Journal of Psychology of Education

DOI: 10.1007/s10212-023-00741-1

Authors: Cornelius Brandmiller, Katharina Schnitzler, Hanna Dumont

Institutions: DIPF | Leibniz Institute for Research and Information in Education, University of Potsdam, University of Tübingen

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,090