Exploring teachers’ influence on student motivation in multicultural classrooms: A comparative network analysis

Students who have better relationships with their peers and teachers are more likely to be motivated to engage in learning activities. The aim of the present study was to introduce the application of a novel methodological approach in order to explore plausible mechanisms with which teachers’ perceived approach to multiculturalism influences student motivation in relation to students’ peer relationships. We constructed psychological network models, using existing data, to map out multicultural classroom interactions. We conclude that teachers’ approach to multiculturalism might constitute a distal (main) factor of influence on both ethnic majority and minority students’ motivation. In addition, social integration might constitute a more proximate (more immediate) factor of influence for ethnic minority group children, signaling a possible process of mediation. The hypothesis generating nature of our study speaks to the need for further investigating the influence of teachers’ approach to multiculturalism on student motivation in relation to social integration.