Student-Teacher Relationships: An Exploration of Student Motivation

The role that the student-teacher relationship has on students’ academic motivation was studied utilizing a phenomenology /hermeneutics technique with four 6 grade participants, three 8 grade participants, four 10 grade participants, and four 12 grade students. Results of the study suggested that student motivation is fostered when teacher support, teacher caring, teacher patience, extrinsic rewards, an emotional connection with the teacher, teacher expectations that are neither too high nor too low, and teacher motivation are present. Results also suggested when students witness other teachers harshly correcting other students, academic motivation is negatively affected. Finally, student maturity may impact motivation, as well as fun or interesting assignments, and a calm classroom atmosphere. Limitations and implications of this study were discussed. Student-Teacher Relationships 8 Student-Teacher Relationships: An Exploration of Student Motivation The main focus of this study is the role that the student-teacher relationship has on students’ academic motivation. This study begins by looking at some of the factors that affect academic achievement, academic motivation, and finally, academic motivation in relation to the student-teacher relationship. A review of the literature and the methodology used to study this topic is presented. In addition, the results of this study are discussed along with suggestions for increasing students’ academic motivation within the context of the student-teacher relationship. Teachers, counselors, and school administrators all seem to spend a lot of time and energy in trying to understand why some students are not academically successful. Part of the reason can be explained by looking at student’s home life (Currie, 2005), support (Kelly, 2004), and effort (Jarvis & Seifert, 2002). Another facet of academic success seems to be the level of motivation a student has for completing their school work. One aspect of student motivation seems to be how teachers affect their students’ level of motivation; specifically, how the relationship between the students and the teachers affect the students’ level of motivation. This topic has not been widely researched nor has it been done using participants from different school grade levels. In addition, few studies have asked for the students’ voice in this process. Therefore, this current study will look at the relationship between the student-teacher relationship and student motivation with a participant sample from four different grade levels. In addition, this study will ask for the students’ voice to investigate this topic. Student-Teacher Relationships 9 Literature Review Academic achievement has been shown to be influenced my many factors (Wentzel, 1998). Among these factors, academic motivation, or the degree to which students are cognitively and behaviorally engaged in their school work, has been shown to play a key role in academic achievement (Oldfather, 1994). Furthermore, the relationships that students have with their teachers influence their academic motivation (Paulson, 1998). The main focus of this study, therefore, is to investigate how the student-teacher relationship affects students’ academic motivation. Academic Achievement Academic achievement may be defined in a number of ways, such as, test and assignment grades, grade point average, and standardized test scores has been shown to be affected by several factors. These factors include socioeconomic levels (Lupton, 2005; Marks, 2000; Murdock, 1999), home and family conditions (Currie, 2005; Shumow, Vandell, & Kang, 1996; Singh, 1995), cultural backgrounds (Clark, 2003; Hall, 1986; Murdock, 1999), parental involvement (Kelly, 2004; Seyfried, 2002; Singh, 1995), peer influence (Bain & Bell, 2004; Brownell & Gifford-Smith, 2003; Clark, Dogan, & Akbar, 2003), effort (Hall, 1986; Jarvis & Seifert, 2002; Meltzer, Katzir-Cohen, Miller & Roditi, 2001), homework completion (Callahan, Rademacher, & Hildreth, 1998; Toney, Kelley, & Lanclos, 2003; Xu, 2004), and attendance (Schulte, Shanahan, Anderson & Sides, 2003; Tobias & Myrick, 1999). Students’ academic motivation is another factor that has been shown to affect academic achievement (Deci 1995; Ryan, 2000; Wentzel, 1998). Student-Teacher Relationships 10