Aligning student-teacher agreement on student motivation using feedback

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Abstract

Motivation is crucial for successful learning, yet teachers often struggle to accurately assess their students’ motivation. Previous research shows low agreement between teacher assessments and student self-reports on various motivational variables (Urhahne & Wijnia, 2021). This study aimed to enhance student-teacher agreement on student motivation by providing teachers with regular feedback on their students’ self-reports and facilitating communication about motivational aspects. In a pilot study, 8 teachers and 154 students participated, with data collected at five time points. Teachers received feedback on their students’ task-approach goals (a crucial facet of mastery goals), which were aligned to a 9-point Likert scale. Initial analyses using linear mixed effects models revealed low to moderate agreement between teachers and students (t1: β = .26, t2: β = .13, t3: β = .17, t4: β = .23, t5: β = .31, all p(|β|>0) < .05). None of the differences between any of the time points was significant. Preliminary findings still suggest that feedback prompted teachers to adjust their judgments over time, leading to improved agreement by the end of the study. With an expanded sample of at least 20 teachers to be presented at the conference, this feedback-based intervention shows promise as a low-threshold tool for helping teachers better recognize and respond to student motivation, potentially enhancing classroom learning.

Speakers from the University of Münster

Beck, Jan Ulrich

Professorship of Psychology of Learning in Education and Instruction (Prof. Dutke)