@article{LazaridesGaspardDicke2019,
  author    = {Lazarides, Rebecca and Gaspard, Hanna and Dicke, Anna-Lena},
  title     = {Dynamics of classroom motivation},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {60},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2018.01.012},
  pages     = {126 -- 137},
  year      = {2019},
  abstract  = {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.},
  language  = {en}
}