Teacher Support, Motivation, Learning Strategy Use, and Achievement: A Multilevel Mediation Model

Yıldırım, Selda

doi:10.1080/00220973.2011.596855

Cited by 126 publications

(62 citation statements)

References 49 publications

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“…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). Using PISA 2003, Yıldırım (2012) found perceived teacher support was found to be a significant positive predictor of math self-efficacy in Turkey. However, to date, there have been few studies conducted about the relationship between teacher support and self-efficacy in the United States and China from a comparative perspective.…”

Section: Teacher Support and Math Self-efficacymentioning

confidence: 99%

“…A large body of literature indicates that students' math self-efficacy was positively associated with their math achievement (Kitsantas et al, 2010;Pajares & Miller, 1994;Skaalvik, Federici, & Klassen, 2015;Yıldırım, 2012). In addition, students' math achievement impacts their math self-efficacy.…”

Section: Math Self-efficacy Of Students In the United States And Chinamentioning

confidence: 99%

“…9, No. 12; School-level SES (the average family SES of all students in one school) difference was found to be a strong predictor of math self-efficacy in Turkey (Yıldırım, 2012). Overall, few scholars have compared the influence of SES on the math self-efficacy, both at the student level and school level, of Chinese students and American students.…”

Section: Socioeconomic Status (Ses) and Math Self-efficacymentioning

confidence: 99%

“…In a school context, self-efficacy strongly influences the students' academic performance (Yıldırım, 2012;Kitsantas et al, 2010;Pajares & Miller, 1994). To be specific, the findings from a variety of studies have shown that self-efficacy of math was positively related to a students' math academic performance.…”

Section: Introductionmentioning

confidence: 99%

“…To be specific, the findings from a variety of studies have shown that self-efficacy of math was positively related to a students' math academic performance. It is the most important self-construct in predicting math performance and a main part of achievement-related motivational beliefs (Kitsantas et al, 2010;Lee, 2009;Liu & Zhou, 2007;Yıldırım, 2012;Zajacova, Lynch, & Espenshade, 2005;Zhang, 2007). Additionally, students' family socioeconomic status (SES) can positively influence their self-efficacy and performance (Kisantas et al, 2010;Wigfield et al, 2006;Eccles, Wigfield, & Schiefele, 1998).…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Teacher Support and Math Self-efficacymentioning

confidence: 99%

Section: Math Self-efficacy Of Students In the United States And Chinamentioning

confidence: 99%

Section: Socioeconomic Status (Ses) and Math Self-efficacymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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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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Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student‐ and school‐level science achievement

2019

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Students' science knowledge and skills are considered critical to growing the intellectual capital on which societies rely to innovate and prosper. However, recent research has documented notable declines in students' intrinsic valuing of science and science achievement in Australia and other western countries. As a result, there have been calls to investigate factors at both the studentand school-level that can improve intrinsic valuing of and achievement in science. Growth feedback from science teachers to students has been identified as one such factor. Growth feedback, which specifically targets individual student growth and improvement, is considered an effective form of teacher feedback. Because recent research has demonstrated the benefits of effective teacher feedback on intrinsic valuing of science and the positive link between intrinsic valuing of science and science achievement, the present investigation examined (at both the student-and school-level) the extent to which growth feedback in science predicts intrinsic valuing of science and the extent to which intrinsic valuing predicts science achievement and mediates the relationship between growth feedback and achievement. This study examined this hypothesized process with the 2015 Australian PISA sample (N = 14,530 students in N = 758 schools) via a multilevel structural equation model. Findings indicated that at both the student-and school-level, growth feedback significantly predicted intrinsic valuing, and intrinsic valuing significantly predicted achievement; growth feedback also had significant indirect effects of achievement via intrinsic

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The Effect of Motivation on Student Achievement

Özen

2017

The Factors Effecting Student Achievement

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Teacher Support, Motivation, Learning Strategy Use, and Achievement: A Multilevel Mediation Model

Cited by 126 publications

References 49 publications

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

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

Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student‐ and school‐level science achievement

The Effect of Motivation on Student Achievement

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