The Role of Perception of Support in the Classroom on the Students' Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

被引：33

作者：

Trigueros, Ruben ^{[1
]}

Aguilar-Parra, Jose M. ^{[1
]}

Lopez-Liria, Remedios ^{[2
]}

Cangas, Adolfo J. ^{[1
]}

Gonzalez, Jeronimo J. ^{[3
]}

Alvarez, Joaquin F. ^{[1
]}

机构：

[1] Univ Almeria, Dept Psychol, Almeria, Spain

[2] Univ Almeria, Dept Nursing Sci Physiotherapy & Med, Almeria, Spain

[3] Univ Burgos, Dept Psychol, Burgos, Spain

来源：

FRONTIERS IN PSYCHOLOGY | 2020年 / 10卷

关键词：

motivation; mathematics; English; emotions; academic performance; teacher; BASIC PSYCHOLOGICAL NEEDS; PERCEIVED AUTONOMY SUPPORT; TIME PHYSICAL-ACTIVITY; LEARNING-STRATEGIES; HIGH-SCHOOL; SELF-REGULATION; MATHEMATICS; ENGAGEMENT; TEACHER; ONLINE;

D O I：

10.3389/fpsyg.2019.02794

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

According to various studies and the Cambridge University Student Barometer, Spanish students have the worst academic results in mathematics and English among the European Union countries. The objective of this study has been to analyze the influence of the teacher on motivation, positive emotions, metacognition strategies, and the academic performance of the students in those classes. We analyzed responses from 604 students of English and 547 students of mathematics, aged between 13 and 19 years. The teacher plays a relevant role in the motivation and emotions generated in the students, issues that determine decision making in the students' learning and academic performance.

引用

页数：10

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