Details

Autor(en) / Beteiligte

• Brandmiller, Cornelius
• Schnitzler, Katharina
• Dumont, Hanna

Titel

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

Ist Teil von

• European journal of psychology of education, 2024-06, Vol.39 (2), p.1397-1420

Ort / Verlag

Dordrecht: Springer Netherlands

Erscheinungsjahr

2024

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• 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.