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Dynamics of classroom motivation
- 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 interestInterest 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.…
| Verfasserangaben: | Rebecca LazaridesORCiDGND, Hanna GaspardORCiDGND, Anna-Lena DickeGND |
|---|---|
| DOI: | https://doi.org/10.1016/j.learninstruc.2018.01.012 |
| ISSN: | 0959-4752 |
| Titel des übergeordneten Werks (Englisch): | Learning and instruction : the journal of the European Association for Research on Learning and Instruction |
| Untertitel (Englisch): | teacher enthusiasm and the development of math interest and teacher support |
| Verlag: | Elsevier |
| Verlagsort: | Oxford |
| Publikationstyp: | Wissenschaftlicher Artikel |
| Sprache: | Englisch |
| Jahr der Erstveröffentlichung: | 2019 |
| Erscheinungsjahr: | 2019 |
| Datum der Freischaltung: | 11.03.2021 |
| Freies Schlagwort / Tag: | Classroom research; Interest; Multilevel latent change model; Teacher enthusiasm; Teacher support |
| Band: | 60 |
| Seitenanzahl: | 12 |
| Erste Seite: | 126 |
| Letzte Seite: | 137 |
| Fördernde Institution: | Ministry of Education in Baden-Wurttemberg; Ministry of Science, Research, and the Arts in Baden-Wurttemberg; Postdoc Academy of the Hector Research Institute of Education Sciences and Psychology, Tiibingen - Baden-Wiirttemberg Ministry of Science, Research and the Arts; Eliteprogramme for Postdocs of the Baden-Wurttemberg Stiftung; Ministry of Education in Saxony, Germany |
| Organisationseinheiten: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie |
| DDC-Klassifikation: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
| Peer Review: | Referiert |
