Virtual School Meanderings

April 24, 2022

AERA 2022 – Middle School Students’ Remote Interactions and Their Influence on Academic Motivation During the COVID-19 Pandemic

The twenty-third of the K-12 Online Learning sessions from the 2022 annual meeting of the American Educational Research Association that I am blogging is:

Middle School Students’ Remote Interactions and Their Influence on Academic Motivation During the COVID-19 Pandemic (Poster 7)

  • In Event: AERA Poster Session 10
    In Poster Session: Motivation in Education SIG Poster Session: Contextual Factors, Teacher Motivation, and Motivational Interventions (San Diego)

Sun, April 24, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), San Diego Convention Center, Floor: Upper Level, Sails Pavillion

Abstract

Over the past few decades, researchers demonstrated that peers are viewed as powerful
socialization agents for the development of children’s achievement motivation (Kindermann,
2007; Ladd et al., 2009; Ryan, 2001). However, children’s interactions in schools have changed
drastically in many countries with the pandemic. National and local quarantines and school
closures have severely limited children’s daily face-to-face interaction with their peers (Cameron
& Tenenbaum, 2021). Also, Duckworth et al. (2021) found that high school students who
attended remote education have lower social, emotional, and academic well-being than those
who attended in-person. Therefore, this study examines the remote interactions of middle school
students and their influences on their motivation (expectancies for success and intrinsic value).

Authors

  • Utku Caybas, University of Kentucky
  • Deniz Seyda Tarim, Ustun Dokmen Academy
  • Yesim Capa Aydin, Middle East Technical University

Which was part of this larger session:

Motivation in Education SIG Poster Session: Contextual Factors, Teacher Motivation, and Motivational Interventions (San Diego)

  • In Event: AERA Poster Session 10

Sun, April 24, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), San Diego Convention Center, Floor: Upper Level, Sails PavillionSession Type: Poster Session

Sub Unit

  • SIG-Motivation in Education

Papers

  • 3. Broadening the Understanding of Teachers’ Individual, Class-Directed, and Differentiated Autonomy Support With Bayesian Multilevel Analyses (Poster 3) – Barbara Flunger, Utrecht University; Anouk VerdonschotSteffen ZitzmannLisette Hornstra, University of Amsterdam; Tamara van Gog, Utrecht University
  • 4. Examining Marginalized Students’ Expectancies and Values While on Academic Probation (Poster 4) – Temitope F. Adeoye, Purdue University; Toni Kempler Rogat, Purdue University
  • 5. “I Feel It’s a Mutiny”: Teachers’ Beliefs About Their Students’ Agentic Engagement in Urban High School Science Classrooms (Poster 5) – Jeanette Zambrano, University of Southern California; Erika Alisha Patall, University of Southern California; Alana Aiko Uilani Kennedy, University of Southern California; Crystal Aguilera, University of Southern California; Nicole Marissa Yates, University of Southern California
  • 6. Improving Motivation and Achievement in Community College Math: The Efficacy of a Utility-Value Intervention (Poster 6) – Michelle Francis, University of Virginia; Delaram A. Totonchi, University of Virginia; Megan Moran, University of Virginia; Joshua Davis, University of Virginia; Yoi Tibbetts, University of Virginia; Kenn E. Barron, James Madison University; Chris S. Hulleman, University of Virginia
  • 7. Middle School Students’ Remote Interactions and Their Influence on Academic Motivation During the COVID-19 Pandemic (Poster 7) – Utku Caybas, University of Kentucky; Deniz Seyda Tarim, Ustun Dokmen Academy; Yesim Capa Aydin, Middle East Technical University
  • 8. More Cost, but Better Performance? Unexpected Effects of a Cost-Focused Intervention in College Biology (Poster 8) – Emily Quinn Rosenzweig, University of Georgia; Yuchen Song, University of Georgia – Athens; Shannon Clark, University of Georgia
  • 9. Profiles of Teachers’ Value Beliefs and Costs (Poster 9) – Rachel Part, University of Nevada – Las Vegas; Harsha Perera, University of Nevada – Las Vegas; Brenda Anne Pearson, University of Nevada – Las Vegas; Fae Ung, University of Nevada – Las Vegas; Colleen Priya Narayan, University of Nevada – Las Vegas
  • 10. Quality of Relationships at Work and Psychological Need Satisfaction and Thwarting: Evidence From Three Studies (Poster 10) – Alice Levasseur, Université Laval; Louise Clément, Université Laval; Caterina Mamprin, Université de Moncton
  • 11. Student Responsiveness to Relevance Interventions in Math: Antecedents and Consequences (Poster 11) – Hanna Gaspard, TU Dortmund University; Cora Parrisius, Hector Research Institute of Education Sciences and Psychology, University of Tübingen; Ulrich Trautwein, University of Tubingen; Benjamin Nagengast, University of Tübingen
  • 12. The Emotional Experiences of Preservice Social Studies Teachers Facilitating Discussions on Complex Social Topics (Poster 12) – Joseph Eisman, Temple University; Andrew del Calvo, University of Pennsylvania; Timothy Patterson, Temple University; Avi Kaplan, Temple University; Abby Reisman, University of Pennsylvania
  • 13. University Faculty Motivation for Teaching and Research: A Systematic Literature Review (Poster 13) – Robert H. Stupnisky, University of North Dakota; Chialin Chang, University of North Dakota; Makinde Omojiba, University of North Dakota; Ademola Amida, North Dakota State University; Virginia Clinton-Lisell, University of North Dakota; Michael James Herbert, University of North Dakota; Jordan Jaeger, University of North Dakota; Mojdeh J Mardani, University of North Dakota

Unfortunately, I’m on my way to the airport when this poster is being presented.  However, the presenters did upload a copy to the iPresentation system, so I have taken screens shots of it below.

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