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  -