The study “Perceived motivational support in elementary school: Perceptual agreement and its associations with academic outcomes” by Jennifer Igler, Annika Ohle-Peters, Annika Teerling, Olaf Koller, and Nele McElvany examines the agreement between teachers’ and students’ perceptions of motivational support in elementary school classrooms and its associations with academic outcomes.
The data originates from “BiSS-EvalLesen”, an evaluation project of the federal-state initiative “Education through Language and Writing” (BiSS), and includes 945 fourth-graders and their teachers from 57 elementary school classes in six German states. The study analyzed the alignment of perceptions regarding competence, autonomy, and social integration between students and teachers, as well as correlations with intrinsic reading motivation, and reading performance.
The findings revealed overall low perceptual agreement between teachers’ and students’ perceptions of motivational support. In particular, teachers statistically significantly overestimated students’ perceived autonomy support. At the same time, higher levels of perceptual agreement were associated with greater intrinsic reading motivation and higher reading performance among students.
The findings highlight the importance of accurately identifying individual students’ support needs and for incorporating student feedback for improving motivationally supportive teaching and learning processes.

To the Article:  Article in Learning and Individual Differences