Perceived teacher unfairness and student motivation in math and German: An application of the generalized internal/external frame of reference model

• Published in: Learning and individual differences Vol. 81; p. 101891
• Main Authors: Helm, Friederike, Arens, A. Katrin, Möller, Jens
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.07.2020
• Subjects: GI/E model; Motivation; Self-concept; Teacher unfairness; Self-concept; Teacher unfairness; Motivation; GI/E model
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2020.101891

The Generalized Internal/External Frame of Reference Model offers a framework according to which the perception of teacher characteristics might impact on students' motivation within and between subjects. In the present study, relations between perceived teacher unfairness and student motivation in math and German were examined. In a sample of N = 1685 German secondary school students, perceived teacher unfairness was found to be negatively related with student self-concept, interest, and importance of doing well on the task within the subjects of math and German, while being positively related with the three aspects of student motivation between subjects. Mediation analyses revealed partial mediation through academic self-concept within, and complete mediation between subjects. The results imply that students' motivation in one subject is not only related to perceived teacher characteristics in the corresponding subject, but also to the experiences that these students make with teachers in another subject. •Within-subject effects of perceived teacher unfairness on student motivation are tested.•Between-subject effects of perceived teacher unfairness on student motivation are tested.•Within-subject effects are negative.•Between-subject effects are positive.•Self-concept mediates the effects of perceived unfairness on other motivational aspects.