TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Gaspard, Hanna
A1  - Dicke, Anna-Lena
T1  - Dynamics of classroom motivation
BT  - teacher enthusiasm and the development of math interest and teacher support
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
N2  - Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students’ interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline.
KW  - Interest
KW  - Teacher support
KW  - Multilevel latent change model
KW  - Teacher enthusiasm
KW  - Classroom research
Y1  - 2019
U6  - https://doi.org/10.1016/j.learninstruc.2018.01.012
SN  - 0959-4752
VL  - 60
SP  - 126
EP  - 137
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Oppermann, Elisa
A1  - Lazarides, Rebecca
T1  - Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest
JF  - Teaching and teacher education : an international journal of research and studies
N2  - Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which in turn was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students' interest in elementary school.
KW  - Interest
KW  - Teacher support
KW  - Teacher self-efficacy
KW  - Elementary school
KW  - Multilevel analyses
KW  - Mathematics
Y1  - 2021
U6  - https://doi.org/10.1016/j.tate.2021.103351
SN  - 0742-051X
SN  - 1879-2480
VL  - 103
PB  - Elsevier
CY  - Amsterdam
ER  -