Teacher support and math engagement: roles of academic self-efficacy and positive emotions

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

doi:10.1080/01443410.2017.1359238

Cited by 167 publications

(110 citation statements)

References 50 publications

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“…School engagement has been found to promote academic achievement (Klem and Connell, 2004;Upadyaya and Salmela-Aro, 2013). Conversely, students with low SE levels are more likely to experience negative emotions such as depression (Upadyaya and Salmela-Aro, 2013;Vaughn et al, 2013), display more negative behaviors such as absenteeism (Rumberger and Lim, 2008;Henry et al, 2012), and even drop out of school (Fall and Roberts, 2012;Rumberger and Rotermund, 2012;Liu et al, 2018). Therefore, SE is considered an effective indicator of dropout risk (Dryfoos, 1990).…”

Section: Introductionmentioning

confidence: 99%

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: Introductionmentioning

confidence: 99%

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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“…Positive emotions are evidently essential in engendering learning behaviors that can contribute to anticipating goals and challenges, expanding thoughts and problem‐solving approaches, fostering motivation, and engaging in an unremitting effort (Pekrun, Goetz, Titz, & Perry, ). However, research has primarily focused on emotions, in general (e.g., academic emotions or achievement emotions), or on negative emotions, such as test anxiety, shame, and burnout related to learning, whereas little research has been designed to explore or develop positive emotions (Gong, Guan, Zhai, & Guo, ; Hong, Hwang, Liu, Ho, & Chen, ; Liu et al., ; Liu et al., ; Ma et al., ), even though this approach has been well documented and proved to be effective in education in Western countries (Ainley & Ainley, ; Buff, Reusser, Rakoczy, & Pauli, ; Goetz, Hall, Frenzel, & Pekrun, ; Hagenauer & Hascher, ; Park & Lim, ; Pekrun et al., ; Schukajlow et al., ).…”

Section: Discussionmentioning

confidence: 99%

“…On the one hand, parenting practices (e.g., parenting styles, parental involvement, or parental support) directly predict children's self (e.g., self‐conception, self‐experience, or self‐control; Eisenberg et al., 2009; Xu & Liu, ) and learning‐related emotions (Kim, Wang, Orozco‐Lapray, Shen, & Murtuza, ; Li et al., ; Liew, Kwok, Chang, Chang, & Yeh, ; Wang et al., ), and then contribute to children's academic achievement (Chen & Shi, ; Guo & Bian, ; Wang & Zhang, ; Zhou, Main, & Wang, ). On the other hand, children's self‐related emotions and learning‐related emotions show bidirectional influence (Liu et al., ; Liu et al., ; Luo et al., ; Morony et al, ; Wang, Lu, & Yin, ), and might play a mediating role in the effect of parenting on children's achievements. Additionally, academic outcomes also have impacts on emotions (especially achievement emotions) and the self (Chen et al., ; Chen & Shi, ).…”

Section: A Model Of Parenting the Self And Emotions In Learningmentioning

confidence: 99%

Emotions and Parenting in Learning Among Chinese Children

Wang

2019

New Directions for Child and Adolescent Development

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Learning constitutes a main developmental context for children everywhere. Learning‐related emotions can affect cognition, motivation, and achievement and are associated with parenting. Studies on learning‐related emotions and how parenting is associated with a child's emotional development in learning have been less conclusive for Chinese children. This article provides an overview of the literature on related emotions as experienced in academic settings in Chinese culture and their relations with parenting. The research on academic, achievement, and domain‐specific emotions is presented from a culture‐specific perspective. After stressing the functions of emotions for learning and achievement, we discuss the complex relationship between emotions and parenting in the learning context. We propose an integrated model of emotion, parenting, self, and achievement in learning to understand the mechanisms of the interactions between emotions and parenting from a culture‐specific perspective. Implications for future research are identified.

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“…Learning engagement is a positive, substantial, stable and lasting mental state related to learning, (Schaufeli et al 2002). Learning engagement is not only an important predictor of academic achievement, but also an effective observation index to measure learning quality and predict the development and growth of students (Christenson et al 2012;Liu et al 2017;Zhen et al 2016). Although researcher have con rmed that learning engagement is domain speci c (Martin 2008), there are still sporadic researches on learning engagement in the context of science, so it is necessary to study the factors that affect students' learning engagement in the epidemic situation.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with “Question-Observation-Doing-Explanation” Model during Schools Disruption in COVID-19 Pandemic

Yang

Zhang

Kong³

et al. 2020

Preprint

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Abstract The game-based learning supported by mobile intelligence technology has promoted the renewal of teaching and learning model. Therefore, a model of Question-Observation-Doing-Explanation (QODE) based on smart phones was constructed and applied to the science learning during school disruption in COVID-19 pandemic. In this study, from the theoretical perspective of Cognitive-affective Theory of Learning with Media, Bandura’s Motivation Theory and Community of Inquiry model, self-report measure was used to verify the effect of students’ scientific self-efficacy and cognitive anxiety on science engagement. 357 valid questionnaires were used for structural equation model research. The results of this study indicated that two types of scientific self-efficacy as indicated by scientific leaning ability and scientific learning behavior was negatively associated with cognitive anxiety. In addition, cognitive anxiety was also negatively correlated to four types of science engagement as indicated by cognitive engagement, emotional engagement, behavioral engagement and social engagement through smartphone interactions. These findings provide further evidence for game-based learning promoted by smart phones, contributing to deeper understanding of the associations between scientific self-efficacy, cognitive anxiety and science engagement. The implication of this study pointed out that the QODE model is suitable for implementing at a smart mobile device to students’ science learning.

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Teacher support and math engagement: roles of academic self-efficacy and positive emotions

Cited by 167 publications

References 50 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

Emotions and Parenting in Learning Among Chinese Children

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with “Question-Observation-Doing-Explanation” Model during Schools Disruption in COVID-19 Pandemic

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