Pleasing the teacher: An exploration of the construct and its behavioral and motivational patterns.

Abstract

The current study examined motivational patterns related to high school students reasons for pleasing the teacher, and motivation in classes where they like and dislike the teacher. One hundred and twenty-five high school students participated in the study, and completed two versions of The Survey on High School Student Motivation. The findings indicate that students displayed motivational benefits from teachers they like over teachers they dislike. The behaviors they use for teachers they like suggest positive student teacher they like over teacher interaction, and more student self-regulation on assignments. In classes where they liked the teacher students reported the following reasons for pleasing the teacher: (a) to be accepted by the teacher, (b) to receive a future recommendation (c) to know I did a good job, (d) to stay out of trouble, (e) to receive special treatment, and (f) out of respect for the teacher. The students were also more learning goal oriented, put forth more effort, persisted longer on difficult assignment, were more confident in their ability to do school work and to satisfy the teacher, and received higher grades in classes where they like the teacher. The educational and theoretical implication for these findings are discussed.