Teacher’s Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom

Wang, Jia; Liu, Ru-De; Ding, Yi; Xu, Lianjun; Liu, Ying; Zhen, Rui

doi:10.3389/fpsyg.2017.01006

Cited by 46 publications

(46 citation statements)

References 51 publications

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“…Previous studies have also confirmed that students' self-efficacy plays a mediating role between teachers' behaviors and their learning performance. In a study by Wang et al (2017) with 637 Chinese middle school students, selfefficacy had a mediating effect between TAS and learning engagement in math. Considering the above findings, this study proposed the following hypothesis.…”

Section: Mediating Effects Of Self-efficacymentioning

confidence: 98%

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions

Gao

Sha

2020

Front. Psychol.

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School engagement (SE) refers to the intensity and quality of emotions experienced by students when commencing and carrying out learning activities, and includes behavioral, emotional, and cognitive engagement. A high SE level promotes academic achievement, reduces students' behavioral problems, and prevents school dropout. This study, whose participants were 819 students from Tibetan areas, explored the impact of teacher autonomy support (TAS) on students' SE and the mechanisms involved in this relationship. The results showed that TAS had a positive impact on SE, while students' self-efficacy had a mediating effect between TAS and SE. On the one hand, TAS affected self-efficacy through academic interest and ultimately influenced SE; moreover, TAS negatively affected academic anxiety, indirectly inhibiting the negative effect of academic anxiety on SE through self-efficacy. The theoretical and practical implications of the study findings are discussed.

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Section: Mediating Effects Of Self-efficacymentioning

confidence: 98%

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions

Gao

Sha

2020

Front. Psychol.

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“…Subjective values refer to the individual significance of achievement-related activities and outcomes (e.g., intrinsic value, which refers to the students’ beliefs about the learning activity itself). The effects of perceived teachers’ autonomy support on students’ self-efficacy and intrinsic value have been empirically assessed in different educational settings [ 61 , 62 , 63 , 64 , 65 ]. The findings indicated that autonomy-supportive teaching increases self-efficacy and intrinsic value.…”

Section: Methodsmentioning

confidence: 99%

The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

Zimmermann

Tilga

Bachner

et al. 2020

IJERPH

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Teachers’ autonomy support (AS) in physical education (PE) has positive effects on students’ affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE). The sample comprised 1030 students of grades 6 through 10. Internal consistency was used to test the reliability of the assumed subscales. Factorial validity and measurement invariance across gender and age were examined by confirmatory factor analyses. Structural equation modeling was used to evaluate criterion validity. The subscales exhibited acceptable to good internal consistency. The assumed three-factor structure was confirmed within a bi-factor model including a general factor and three specific group factors. Results strongly supported measurement invariance across gender while tentatively suggesting measurement invariance across age. Criterion validity was supported as the MD-PASS-PE explained 15% and 14% of the variance in the constructs of self-efficacy and intrinsic value, respectively. The German MD-PASS-PE provides PE teachers with deeper insights into their autonomy-supportive teaching behavior, helping them to support their students’ autonomy in a holistic way.

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“…Students who intrinsically value academic tasks are motivated to put forth more effort and show greater persistence and enjoyment in academic activities (Eccles, 1983;Eccles and Wigfield, 2002;Spinath et al, 2006;Wigfield and Cambria, 2010;Federici and Skaalvik, 2014). Wang et al (2017) found that Chinese middle-school students with higher intrinsic value tended to be more engaged in mathematics. In summary, drawing on perspectives and empirical evidence based on implicit theory, we hypothesized that intrinsic value would mediate the association between implicit theory and academic engagement among students.…”

Section: Intrinsic Value As a Mediatormentioning

confidence: 99%

Implicit Theories and Engagement in Math Among Chinese Adolescent Students: A Moderated Mediation Model of Intrinsic Value and Academic Self-Efficacy

et al. 2020

Self Cite

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Recent studies have established associations between students' implicit theories and their academic engagement. However, there is still limited understanding of the potential mechanisms of this relation, and whether it works for students in the context of mathematics as well as in other subjects. The current study aimed to fill this gap by conducting a two-wave survey examining a moderated mediation model concerning the psychological mechanisms that account for the association between students' implicit theories and mathematics engagement. Applying the theoretical framework of implicit theory, we hypothesized that intrinsic value would be a possible mediating variable between students' implicit theories and academic engagement, and that students' academic self-efficacy would moderate the link between implicit theory and intrinsic value. A sample of 710 Chinese adolescent students self-reported their implicit theory, intrinsic value, and academic self-efficacy at Time 1, and engagement in math at Time 2, 12 months apart. After controlling for age and gender, the results revealed positive associations between students' implicit theories and their engagement in math, and intrinsic value partially mediated the relation between implicit theories and engagement in math. Moreover, students' academic self-efficacy moderated the link between implicit theory and intrinsic value. These findings contribute to the understanding of the impact of implicit theory on students' mathematics engagement. Limitations and implications for instructional practices are discussed.

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Teacher’s Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom

Cited by 46 publications

References 51 publications

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions

The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

Implicit Theories and Engagement in Math Among Chinese Adolescent Students: A Moderated Mediation Model of Intrinsic Value and Academic Self-Efficacy

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