Sociocultural contexts—school, professional community, policy, and society—shape teachers' motivational beliefs about TSRs¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q1–q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Test-based accountability policy signals devalue relationship-building; the 2015 ESSA mentions 'standard' 244 times, 'assessment' 380 times, and 'relationship' in the social context only 6 times. → Robinson 2022 q1 i? Societal racial-ethnic and gender stereotypes may lower teachers' relational efficacy with students from different backgrounds and produce inequitable TSRs. → Robinson 2022 (2)

Evidence¶

Robinson 2022¶

Robinson, C. D. (2022). A Framework for Motivating Teacher-Student Relationships. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09706-0

q2 · i? · theoretical · r3

Document analysis of the 2015 Every Student Succeeds Act as an illustration of policy context; the article also cites Valli and Buese's finding that NCLB demands demoted teachers' relationships with students. Presented as illustrative, not a tested effect.

"The 449-page document refers to the term "standard" 244 times, "assessment" 380 times, and the term "relationship" in the social context 6 times (ESSA, 2015)."

Robinson 2022 (2)¶

Robinson, C. D. (2022). A Framework for Motivating Teacher-Student Relationships. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09706-0

q1 · i? · theoretical · r3

Theoretical argument that stereotypes and a predominantly White teaching force may lead teachers to hold biases affecting the value and self-efficacy of TSRs with stigmatized students, potentially contributing to documented racial match effects on student outcomes. No new data reported.

"they may have lower relational efficacy with students who do not share their ethnic-racial backgrounds"

Discussion¶

Related Claims¶

• Teachers are unlikely to build positive TSRs unless they believe relationship-building is their role — a broader claim this one bears on
• Teachers' subjective task values for TSRs—intrinsic, attainment, utility, and cost—shape their motivation to build relationships — related
• NCLB had negative effects on AI/AN education, including declines in Navajo students' standardized test scores of up to 50 percent over three years under scripted English-only programs — a narrower finding that bears on this claim
• Participation in STEM PLCs positively impacts teachers' understanding of or preparedness to teach content and attitudes toward teaching methods — related