Stemp; Student Motivation in Middle School: The Role of Perceived Pedagogical

Caring

Student Motivation in Middle School: The Role of Perceived Pedagogical Caring

Zahava Stemp
Azrieli Graduate School
Educational Psychology
Professor Cahn

Stemp; Student Motivation in Middle School: The Role of Perceived Pedagogical

Caring

A study was done by Kathryn Wentzel of University of Maryland to understand

why some children are excited and motivated to participate in classroom activities, while
others disengage from the learning process altogether. In past studies, researchers have
linked motivational outcomes to interpersonal relationships between teachers and
students. Several researchers have found that feelings of belongingness and of being
cared for can foster the adoption and internalization of goals and values of
caregivers(Wentzel p.411). The two questions the study focused on were (a) To what
extents do students perceptions of caring teachers predict their motivation to achieve
socially and academically in a positive way? And (b) How do middle school students
classify what it means to be a caring teacher?
Students took part in a longitudinal study, in which they were surveyed in both
sixth and eighth grade. The study was done in a suburban school in a mid-Atlantic state.
Students filled out questionnaires and were told that their answers would be confidential.
If there were specific questions that they did not feel comfortable answering, they did not
have to do so. The students filled out their questionnaires while being monitored by
teachers in the classroom. The results suggested that there is definitely a strong
relationship between academic efforts and students perceptions of caring teachers. The
results of the study also suggested that when students were asked to describe teachers
who care, they were described as demonstrating democratic interaction styles,
developing expectations for student behavior in light of individual differences, modeling
a caring attitude toward their own work, and providing constructive feedback(Wentzel
p. 415-416). There have been no experimental interventions in this area, and so there is
no evidence to prove that this is a cause-effect relationship. There is correlation but not

Stemp; Student Motivation in Middle School: The Role of Perceived Pedagogical

Caring

causation, as seen here. However, this study provides strong evidence in support of the
idea that students are more likely to participate in classroom activities when they feel
supported and valued by their teachers.
When considering operational definition, the study utilizes it partially. For the
study, the students filled out a questionnaire via a scaled rating system. This measure
was done in order to answer both questions of, the relationship between caring teachers
and positive student outcomes and what it means to be a caring teacher. On the one
hand, this could be considered operational definition because questionnaires are being
used to measure results, bringing them into the public realm of science. On the other
hand however, these topics are considered personal experiences, and so I wonder about
this point.
In terms of correlation and causation, the results of this study show a strong
correlation between student perceptions of caring teachers and positive social and
academic outcomes at school, but the results cannot be categorized as causation. The
article clearly states that because of the fact that experimental interventions have not yet
been provided, this study cannot be proven as causation.
I have noticed many limitations and issues with the research methodology and
procedure of this study. First of all, an aspect of the study was that students would have
to essentially rate other students in their class by how well they follow rules and act in
school. This part of the study was done in order to determine irresponsible and prosocial
behavior. This procedure is questionable to me. Asking students to basically tattle-tale
on others does not seem appropriate or all that reliable. Using this methodology in the
study, I wonder how the students would be impacted by this task.

Stemp; Student Motivation in Middle School: The Role of Perceived Pedagogical

Caring

While the measures of the study are well articulated in the article, the procedure
itself seems to be very brief and unclear. The article does not specify how many
questions were in the questionnaire overall, or how many for each construct were
included in the survey. The article also does not specify how long it took for the students
to complete the questionnaire.
Another issue I noticed is that even though there was an assurance of
confidentiality by the researcher, with the teachers sitting in the room as supervisors,
there is a high likelihood that students would give higher ratings in their answers to the
questions than they would have otherwise. This could skew the results in a positive
direction. To me, this seemed like a definite limitation.
While completing the questionnaires, the students were instructed to answer the
questions with respect to their teachers in general, instead of keeping specific teachers in
mind. There isnt really any way to guarantee that the students abided by these
instructions. It is likely that when asked to consider characteristics of teachers with
middle school students, their own teachers came to mind.
I believe that the study does not end here. I wonder if this study could be taken to
the next level by analyzing other age groups, like high school students, or even college
students. Maybe the research could include the aspect of the various pressures and the
affects of the pressures on students in secondary schooling. The study could include the
impact the teachers have, not only in terms of class participation and motivation, but on
life decisions that their students make. Another direction for further research could also
be by using a qualitative approach, as opposed to the quantitative approach that was used
here. By using a qualitative survey, the results would be more detailed regarding specific

Stemp; Student Motivation in Middle School: The Role of Perceived Pedagogical

Caring

student experience. I truly believe in the importance of creating a warm, safe, and caring
environment in my classroom. It is vital that we foster healthy, encouraging, and loving
relationships with our students. Student success, in any and all areas, should be our
number one priority and the road to achieving this is in our hands as teachers. As this
study strongly suggested, when a teacher is caring towards his/her students, the results
could very well be academic and social success. The responsibility is great, but the
reward of seeing our students succeed is well worth it.

Stemp; Student Motivation in Middle School: The Role of Perceived Pedagogical

Caring

References:

Wentzel, K. (1997). Student Motivation in Middle School: The Role of Perceived

Pedagogical Caring.