A Mixed Methods Study of the Relationship between Student Perceptions of Teacher-Student Interactions and Motivation in Middle Level Science

Autor/in	Smart, Julie B.
Titel	A Mixed Methods Study of the Relationship between Student Perceptions of Teacher-Student Interactions and Motivation in Middle Level Science
Quelle	In: RMLE Online: Research in Middle Level Education, 38 (2014) 4, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
Schlagwörter	Mixed Methods Research; Teacher Student Relationship; Student Attitudes; Qualitative Research; Middle School Students; Middle School Teachers; Science Education; Mastery Learning; Teacher Behavior; Educational Practices; Learning Motivation; Student Motivation; Goal Orientation; Self Efficacy; Grade 6; Multiple Regression Analysis; Patterns of Adaptive Learning Survey; Questionnaire on Teacher Interaction + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Qualitative Forschung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Teacher behaviour; Lehrerverhalten; Bildungspraxis; Motivation for studies; Lernmotivation; Schulische Motivation; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	This mixed-methods study examined the relationship between middle level science students' perceptions of teacher-student interactions and students' science motivation, particulary their efficacy, value, and goal orientation for learning science. In this sequential explanatory design, quantitative and qualitative data were collected in two phases, 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 positively correlated with their efficacy for learning science, value for learning science, and mastery orientation. Results from phase two revealed themes related to students' construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Theoretical implications, implications for educational practice, and future research directions are also discussed. (As Provided).
Anmerkungen	Association for Middle Level Education. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@amle.org; Web site: http://www.amle.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01