Understanding teacher judgments of student motivation: The role of (un-)available cues

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning and Instruction Pub Date : 2024-10-30 DOI:10.1016/j.learninstruc.2024.102029
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Abstract

Background

Accurately judging student motivation enables individualized and student-centered instruction. However, teachers in school tend to judge student motivation inaccurately. Low availability of motivation-related cues, like mastery-approach goals and work-avoidance goals, may explain neglecting these cues in judging motivation. Instead, gender and academic achievement might be overly utilized because they are easily available.

Aim

To test teachers’ utilization of highly and equally available cues when judging student motivation.

Methods

In the first vignette experiment, pre-service and in-service teachers (N = 205) judged eight fictitious students’ motivation sequentially. Teachers received either achievement goal cues (EG1) or additionally gender and academic achievement cues (EG2), creating an information-adequate environment. In Experiment 2, newly recruited pre-service and in-service teachers (N = 213) evaluated the same vignettes in the same groups, but vignettes were presented simultaneously, and cues had to be memorized, resulting in an information-rich environment. Teachers then formed judgments based solely on their memory without further access to the vignettes.

Results

When teachers judged student motivation sequentially, they strongly used mastery-approach goals and work-avoidance goals—regardless of whether other cues were available. In memory-based judgments, teachers primarily used gender and academic achievement.

Conclusions

Results demonstrate that in information-rich environments where cues have to be memorized, teachers tend to overlook motivation-relevant cues. Instead, they focus more on cues that do not inherently indicate motivation. These findings suggest that teachers could benefit from assessment environments, like formative assessment, that allow for the direct processing of available cues to better judge student motivation.
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了解教师对学生学习动机的判断:无法获得的线索的作用
背景准确判断学生的学习动机有助于开展因材施教和以学生为中心的教学。然而,学校中的教师往往会错误地判断学生的学习动机。与学习动机相关的线索,如掌握目标和工作回避目标的可用性较低,这可能是在判断学习动机时忽视这些线索的原因。方法在第一个小实验中,职前和在职教师(N = 205)按顺序对八个虚构学生的学习动机进行判断。教师们要么收到成就目标线索(EG1),要么收到额外的性别和学业成绩线索(EG2),从而创造了一个信息充分的环境。在实验 2 中,新招聘的职前和在职教师(N = 213)在相同的小组中对相同的小故事进行了评价,但小故事是同时呈现的,而且必须记住提示信息,从而创造了一个信息丰富的环境。结果当教师按顺序对学生的学习动机进行判断时,无论是否有其他线索,他们都强烈地使用了掌握目标和避免工作目标。结论结果表明,在信息丰富、需要记忆线索的环境中,教师往往会忽视与动机相关的线索。相反,他们更关注那些本质上并不表示动机的线索。这些研究结果表明,教师可以从形成性评价等评价环境中获益,这些评价环境允许教师直接处理可用线索,从而更好地判断学生的学习动机。
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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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