Teacher Enthusiasm, Supportive Instructional Practices, and Student Motivation in Mathematics Classrooms

Frommelt, Marthe C.; Schiefele, Ulrich; Lazarides, Rebecca

doi:10.31532/interdiscipeducpsychol.2.3.005

Cited by 19 publications

(9 citation statements)

References 66 publications

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“…Besides SDT, three (around 10%) studies referred to social-cognitive theories (Ruzek and Schenke, 2019 ) or stage–environment fit theory (Yu et al, 2015 , 2016 ) to underpin their studies. In addition, seven articles were unclear on the underpinning theories (e.g., Kiefer and Pennington, 2017 ; Frommelt et al, 2021 ). See Table 8 below.…”

Section: Resultsmentioning

confidence: 99%

Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies

Yang

Chen²,

Wang³

et al. 2022

Front. Psychol.

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Autonomy support is one of the most crucial determinants of teaching practice for student engagement. No literature review on the relations between autonomy support and student engagement existed to the best of our knowledge. Therefore, this study presents a systematic literature review from perspectives of landscapes, methodology characters, patterns of identified studies, and autonomy-supportive strategies. Overall, 31 articles were reviewed. Followed by PRISMA guidelines, the results yielded several interesting facts: First, studies on such topics surged starting from 2015 and were mostly conducted in the United States (32%) and Korea (16%). Publications were scattered but heavily gathered around psychological and educational journals such as the Journal of Educational Psychology (9.7%); Learning and Instruction (9.7%). Most often, studies recruited participants from upper secondary schools (58%). Data were collected using solely questionnaires (93.5%) following a two-wave design (51.6%) and were analyzed by applying structural equation models (48.4%). Moreover, most of the studies failed to provide concrete autonomy-supportive teaching strategies. Instead, quite often studies (93%) investigated its relations with student engagement from a macro perspective. Within mentioned strategies, they were mostly related to the teaching process, there is a limited investigation of autonomy-supportive teaching practice used before and after instruction. This pattern of results suggested an urgent need for more longitudinal studies on specific teaching strategies that hold the potential to maximize student engagement. Limitations and suggestions for future studies were provided accordingly.

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Section: Resultsmentioning

confidence: 99%

Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies

Yang

Chen²,

Wang³

et al. 2022

Front. Psychol.

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“… 13 , 14 A longitudinal study revealed that students who rate their teachers as enthusiastic feel that their basic needs for autonomy, competence, and social relationships are more strongly supported. 15 Teachers’ enthusiasm motivates students and therefore improves their recall scores. 16 Similarly, Moè et al found that when information is delivered with enthusiasm, it can increase the level of intrinsic motivation and positive emotions of students, as well as their performance on recall tasks.…”

Section: Introductionmentioning

confidence: 99%

Perceived Teacher Enthusiasm and Professional Commitment: The Mediating Role of Boredom and Learning Engagement

Yan¹,

Zhou²,

Zhang³

et al. 2023

PRBM

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Introduction Some students in current society do not pursue careers related to their majors after graduation, which may be the result of low professional commitment of college students, and the teaching enthusiasm of college teachers presented in the classroom may influence students’ professional commitment. This study considered the effect of teacher enthusiasm on students’ emotional state of boredom during class and its effect on students’ engagement in learning. This correlational study aims to explore the relationship between perceived teacher enthusiasm and professional commitment as mediated by class-related boredom and learning engagement. Methods This study is a correlational design and adopts regression analysis. The respondents were college students (n=358; 68% female, 22% male) of different grades and majors from universities in Wenzhou, China. Questionnaires about perceived teacher enthusiasm, professional commitment, class-related boredom and learning engagement were adopted to measure the study variables. Results The results reveal that although there is no significant direct influence between perceived teacher enthusiasm and professional commitment, perceived teacher enthusiasm affects students’ professional commitment through students’ class-related boredom and learning engagement, and there is an indirect and statistically significant correlation between them. Conclusion This study provides insight into the facilitative effect of teachers’ increased enthusiasm on students’ professional commitment and how this facilitative effect is triggered through the mediating role of class related boredom and learning engagement. Future research should explore the theoretical and teaching significance and how to guide and enhance students’ professional commitment.

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“…The classroom is an emotional space, and teachers’ emotions occupy the heart of teaching (Agudo, 2018 ; Hargreaves, 2000 ). In classrooms, teachers are encouraged to display positive emotions (e.g., enthusiasm) to benefit students’ learning outcomes, such as motivation (Frenzel et al, 2019 ; Frommelt et al, 2021 ), memory performance (Moè, 2016 ), and academic achievements (Moè et al, 2021 ). However, chronically presenting inauthentic emotions may cause strain or even emotional exhaustion for teachers (Carroll et al, 2022 ; Lee, 2019 ; Taxer & Frenzel, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Developing and validating a scale to measure teachers’ emotional labor strategy in classrooms

Qiao

et al. 2023

Soc Psychol Educ

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Teachers’ emotional labor is essential to teachers’ instructional quality, psychological health, and students’ learning effectiveness in classrooms. To assess how teachers manage their emotions to match the display rules of classrooms, this study developed and validated a self-report scale—the Teachers’ Emotional Labor Strategy in Classrooms (TELSC)—through three rounds of investigation with secondary school teachers. First, strategies and item statements were collected through existing scales, an open-ended questionnaire, and interviews. Second, the pilot study was conducted, and the results of content validity and exploratory factor analysis confirmed the 17-item formal scale with four dimensions: surface acting, deep acting, expression of naturally felt emotions, and emotion termination. The third round investigated 491 teachers and validated the scale: confirmatory factor analyses verified the four-factor structure; correlations among the four subscales and average variance extracted indicated good discriminant validity; correlations between subscales and emotional exhaustion, teacher efficacy, and years of teaching showed good criterion validity; and Cronbach’s α showed good reliability. Overall, the TELSC scale is an efficient instrument to measure the strategies that teachers use to manage their emotions in classrooms, and it can be applied to understand and improve teachers’ professional competence in teaching and emotional interaction.

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Teacher Enthusiasm, Supportive Instructional Practices, and Student Motivation in Mathematics Classrooms

Cited by 19 publications

References 66 publications

Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies

Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies

Perceived Teacher Enthusiasm and Professional Commitment: The Mediating Role of Boredom and Learning Engagement

Developing and validating a scale to measure teachers’ emotional labor strategy in classrooms

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