Student motivation in middle school: The role of perceived pedagogical caring

This study examined adolescents' perceptions of pedagogical caring in relation to their motivation to achieve positive social and academic outcomes in middle school. A longitudinal sample of 248 students was followed from 6th to 8th grade. Perceived caring from teachers predicted motivational outcomes, even when students' current levels of psychological distress and beliefs about personal control, as well as previous (6th grade) motivation and performance, were taken into account. Eighth-grade students characterize supportive and caring teachers along dimensions suggested by N. Noddings (1992) and models of effective parenting (D. Baumrind, 1971). Teachers who care were described as demonstrating democratic interaction styles, developing expectations for student behavior in light of individual differences, modeling a ''caring'' attitude toward their own work, and providing constructive feedback. The implications for understanding links between teacher behavior and student achievement are discussed.