Date of Award
8-2009
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Legacy Department
Curriculum and Instruction
Committee Chair/Advisor
Horton, Robert M.
Committee Member
Horton, Robert M.
Committee Member
Dean, Chrystal O.
Committee Member
Fisk, William R.
Committee Member
Igo, L. Brent
Committee Member
Marshall, Jeff C.
Abstract
This study examined interactions between middle school science students' perceptions of teacher-student interactions and their motivation for learning science. Specifically, in order to better understand factors affecting middle school students' motivation for science, this study investigated the interactions between middle school students' perceptions of teacher interpersonal behavior in their science classroom and their efficacy, task value, mastery orientations, and goal orientation for learning science. This mixed methods study followed a sequential explanatory model (Cresswell & Plano-Clark, 2007). Quantitative and qualitative data were collected in two phases, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. The qualitative phase also helped to clarify and explain results from the quantitative phase. Data mixing occurred between Phase One and Phase Two (participant selection) and at the interpretation level (explanatory) after quantitative and qualitative data were analyzed separately.
Recommended Citation
Smart, Julie Brockman, "Teacher-Student Interactions and Domain-Specific Motivation: The Relationship between Students' Perceptions of Teacher Interpersonal Behavior and Motivation in Middle School Science" (2009). All Dissertations. 1271.
https://tigerprints.clemson.edu/all_dissertations/1271