TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Rubach, Charlott
T1  - Instructional characteristics in mathematics classrooms
BT  - relationships to achievement goal orientation and student engagement
JF  - Mathematics Education Research Journal
N2  - This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students’ achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students’ mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.
KW  - Mathematics classrooms
KW  - Instruction
KW  - Intrinsicmotivation
KW  - Achievement goal orientation
KW  - Effort
KW  - Gender
Y1  - 2017
U6  - https://doi.org/10.1007/s13394-017-0196-4
SN  - 1033-2170
SN  - 2211-050X
VL  - 29
SP  - 201
EP  - 217
PB  - Springer
CY  - Dordrecht
ER  -