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Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support
ARTICLE

, University of Potsdam, Germany ; , University of Tübingen, Germany ; , School of Education, United States

Learning and Instruction Volume 60, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students’ interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline.

Citation

Lazarides, R., Gaspard, H. & Dicke, A.L. (2019). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction, 60(1), 126-137. Elsevier Ltd. Retrieved November 15, 2019 from .

This record was imported from Learning and Instruction on March 15, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2018.01.012

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