Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

Federici, Roger André; Skaalvik, Einar M.

doi:10.5539/ies.v7n1p21

Cited by 103 publications

(118 citation statements)

References 64 publications

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“…This study also revealed increased engagement with mathematical tasks for highly motivated students. Other research suggests that students who have high intrinsic math motivation may also have a greater conceptual knowledge of math topics [20,34,48]. In short, previous research points toward a link between student motivation and achievement.…”

Section: Motivation and Student Achievementmentioning

confidence: 99%

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Development, validation, and implementation of the elementary mathematics motivation inventory (EMMI): examining motivational constructs in elementary mathematics

Smart

Linder

2017

Fields Math Educ J

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IntroductionMeasuring psychological constructs in young children is often a challenging process. Estimating constructs such as motivation in elementary students can prove to be problematic and inconsistent [50]. As a result of these challenges, motivation research has focused on older students, usually at the secondary level. However, early elementary years are thought to be critical in students' development of a wide range of attitudes toward schooling, including their academic motivation [31,37]. These early years have the potential to affect students' subsequent development, setting a foundation for either success or failure in later grades. The formative nature of the elementary grades signals the need for more effective methods of measuring motivational constructs in young children, especially when high motivation has been found to correlate with positive AbstractThis article details the development, validation, and implementation of the elementary mathematics motivation inventory, a survey instrument designed to measure motivational constructs related to mathematics in elementary students. Early elementary years are critical in students' development of a wide range of attitudes toward schooling, including their academic motivation. Currently, there is limited research on elementary students' motivation for mathematics since this construct was difficult to measure in young children. During Year One of this 2-year study, a 17-item survey was developed based on theoretical constructs of motivation and piloted with a small sample of third grade students (N = 79). Revisions were made based on pilot data and the subsequent survey was administered to a larger sample of first through fifth grade students (N = 1018) during Year Two. In addition to describing the development and validation process for the elementary mathematics motivation inventory (EMMI), the authors present a discussion of the findings from Year Two of this study. Future research directions and implications for classroom practice are also discussed. Smart and Linder Fields Math Educ J (2018) [16,20]. The current study details the development, piloting, and implementation of an instrument designed to measure these critical motivational constructs specifically in elementary mathematics students. ORIGINAL RESEARCHWhile multiple instruments exist to measure general motivational constructs [18,29] there are limited resources available to researchers and educators desiring to measure content-specific constructs of motivation in mathematics. For example, the patterns of adaptive learning survey [29] can be adapted to a specific domain to measure motivational constructs across broad academic domains (i.e., math, science). However, there is a need to drill down further into student efficacy and value for specific mathematical strands, such as number and operations. A primary goal in the development of the EMMI was to provide researchers and teachers this level of specificity in measuring student motivational components at these micro-levels.Many curre...

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Section: Motivation and Student Achievementmentioning

confidence: 99%

“…academic outcomes [16,20]. The current study details the development, piloting, and implementation of an instrument designed to measure these critical motivational constructs specifically in elementary mathematics students.…”

mentioning

confidence: 99%

Development, validation, and implementation of the elementary mathematics motivation inventory (EMMI): examining motivational constructs in elementary mathematics

Smart

Linder

2017

Fields Math Educ J

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“…The changes which happen in the course of professional activity and, respectively, in vocational guidance of future specialist, increase the importance of a subjective basis of a professional choice (Kargina, 2015). It reveals the problem to form early motivation of professional self-determination (Côté & Levine, 1997;Federici & Skaalvikm, 2014). At present time the interests, tendencies, requirements and abilities of students become a decisive factor while choosing one's professional activity (Kutty, 2014).…”

Section: Introductionmentioning

confidence: 99%

Professional Motivation Formation of Future Specialists under the Conditions of Regional Educational Complex

Kargina¹

2015

IES

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Motivation plays the leading role in the organization of the personality structure. It is a driving force of the activity. Motivation accounts for the behavior and activity and has a great impact on professional self-determination and person's satisfaction with the work. The problem of professional motivation formation of a future specialist is considered in the article. The professional motivation is defined as an action of concrete motives that facilitate the decision of choosing a future profession and provide a long performance of professional duties. The research was conducted on the basis of Penza State University of Architecture and Construction and the Association "University Educational Complex" including various stages of education. Efficiency of continuity of professional motivation formation of future specialist at all grade levels is noted.

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“…Previous studies have frequently reported that student perceived teacher support is one of the factors affecting motivational beliefs (Federici & Skaalvik, 2014;Skaalvik, Federici, & Klassen, 2015;Sakiz, Pape, & Hoy, 2012;Garmezy, 1994;Pianta, 1999) and academic achievement (Federici & Skaalvik, 2014;Klem & Cornell, 2004;Pianta, 1999;Skaalvik et al, 2015). Supportive teacher-student relations in the classroom environment have been shown to influence students' self-efficacy positively (Eccles, 2007;Federici & Skaalvik, 2014;Skaalvik et al, 2015;Wentzel, 1998).…”

Section: Teacher Support and Math Self-efficacymentioning

confidence: 99%

“…Supportive teacher-student relations in the classroom environment have been shown to influence students' self-efficacy positively (Eccles, 2007;Federici & Skaalvik, 2014;Skaalvik et al, 2015;Wentzel, 1998). Teacher behavior plays an important role in motivational constructs; that is, when students perceive their teacher as supportive, they are more likely to be interested and successful in the class (Federici & Skaalvik, 2014;Lapointe et al, 2005;Wentzel, 1998). The student's perception of teacher proximity and influence is significantly associated with the student's self-efficacy for "average" and "talented" students (Lapointe et al, 2005).…”

Section: Teacher Support and Math Self-efficacymentioning

confidence: 99%

Universal Beliefs and Specific Practices: Students’ Math Self-Efficacy and Related Factors in the United States and China

Wu¹

2016

IES

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This study intends to compare and contrast student and school factors that are associated with students' mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables such as math teacher support and socioeconomic status (SES) between 15-year-old students in the U.S. and in Shanghai, China. The findings suggest that on average, students from Shanghai showed higher math self-efficacy and better achievement than those of American students. However, at the student level, similar positive relationships between math teacher support and math self-efficacy and between SES and math self-efficacy were found in both locations. That is, in the U.S. and Shanghai, an increase in math teacher support predicts an increase in math self-efficacy, also higher SES is significantly associated with higher math self-efficacy. In addition, at the school level, the smaller difference in American students' math self-efficacy between higher SES school and lower SES school indicates that the U.S. is more equitable between schools than Shanghai, China in terms of students' math self-efficacy. Implications from this study indicate that improving teacher support in math class and narrowing the gap in students' self-efficacy related to school-level SES is a significant issue for the U.S. and Shanghai, China respectively.

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Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

Cited by 103 publications

References 64 publications

Development, validation, and implementation of the elementary mathematics motivation inventory (EMMI): examining motivational constructs in elementary mathematics

Development, validation, and implementation of the elementary mathematics motivation inventory (EMMI): examining motivational constructs in elementary mathematics

Professional Motivation Formation of Future Specialists under the Conditions of Regional Educational Complex

Universal Beliefs and Specific Practices: Students’ Math Self-Efficacy and Related Factors in the United States and China

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