Children's and Teachers' Perceptions of Learner-Centered Practices, and Student Motivation: Implications for Early Schooling

Abstract

This research focused on finding ways to assess instructional practices in grades kindergarten through 3 that are consistent with the American Psychological Association's Learner-Centered Psychological Principles. In several stages of research, conducted with over 2,100 children and their 124 teachers in several states, specific instructional practices in 3 domains were found to be related to important motivation outcomes. The K–3 Assessment of Learner-Centered Practices surveys were used to examine children's and teachers' perceptions of practices to create positive interpersonal relations, provide motivational support, and facilitate learning. Children's perceptions of these practices significantly predicted their perceptions of competence and interest in school learning at all grade levels. Teachers' perceptions of their own classroom practices were less strongly related to student motivational outcomes than were students' own perceptions. We discuss implications for future research and practice in the context of current educational reform efforts and the types of instructional practices needed to maintain motivation for learning in young children's early schooling.