| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 1981. Education Bibliography: leaves 86-91. The purpose of this study was to examine the nature of motivation in the classroom and specifically the relationship to be found between student behaviours, teacher reinforcing behaviours, student achievement and changes in teacher expectancy. - Nine grade two classroom teachers were observed. Four students with learning problems and four students with average achievement were observed in each classroom using the Classroom Motivation Observation Scale. The Child Behaviour Trait Checklist was administered to teachers at the beginning and end of the academic year to identify those students for whom teacher expectancy gains were low, and students for whom teachers expectancy gains were high. -- Comparison of behaviours observed based on achievement and teacher expectancy gain, using ANOVA showed significant behaviour differences for each of the variables observed in the study. Four distinct groups emerged as a result of the combination of achievement and teacher expectancy gain. These were: Average Achievers - High Expectancy Gain, students who had high on-task student-teacher interactions, high off-task interactions with peers and to whom the teacher responded with high non-acceptance, interest provision and low levels of praise. Average Achievers - Low Expectancy Gain, students who engaged in fewer student-teacher interactions, most of which were off-task and had high on-task peer interactions. They received high acceptance and praise but low interest providing motivation. Learning Problem - High Expectancy Gain, students for whom behaviour patterns were similar to the Average Achievers - High Expectancy Gain students except They received less esteem enchancement. Learning Problem - Low Expectancy Gain, students who were characterized by having high off-task and disruptive behaviours and to whom the teacher response was generally positive and similar to the Average Achievers - Low Expectancy group. They received less esteem enchancement than the Average Achievers - Low Expectancy group and no interest provision. -- The results of this study indicate that a change in teacher expectancy observed over the course of a school year might be due in large measure to the students' actual behaviour and performance during that time. The change in teacher expectancy can be associated with student desires to satisfy growth and deficiency needs, the students' perceptions that the teacher is a reliable source of needs satisfaction and the ability of students to find suitable behaviours to alter teacher expectations, producing the desired teacher behaviours.
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