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Teacher interpersonal behavior and adolescents’ motivation in mathematics: A comparison of learning disabled, average, and talented students
ARTICLE

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International Journal of Educational Research Volume 43, Number 1 ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This study examined student perceptions of teacher behavior in three motivational variables (self-efficacy beliefs, intrinsic value, and test anxiety in mathematics) for adolescents enrolled in three distinct schooling tracks. Questionnaires were administered to 111 learning disabled (LD), 224 average (AV) and 258 talented students (TA). Some differences among groups were found on students’ perceptions of teacher behavior as measured by the Questionnaire on Teacher Interaction, and on motivational beliefs assessed by the Motivated Strategies for Learning Questionnaire. Overall, the results show that perceptions of teacher proximity and influence have implications for AV and TA motivation, but are not significant in students with learning disabilities. The findings are discussed with special attention given to LD and TA.

Citation

Lapointe, J.M., Legault, F. & Batiste, S.J. Teacher interpersonal behavior and adolescents’ motivation in mathematics: A comparison of learning disabled, average, and talented students. International Journal of Educational Research, 43(1), 39-54. Elsevier Ltd. Retrieved April 22, 2019 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2006.03.005

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