Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents' math motivation

被引：22

作者：

Umarji, Osman ^{[1
,4
]}

Dicke, Anna-Lena ^{[1
]}

Safavian, Nayssan ^{[1
]}

Karabenick, Stuart A. ^{[3
]}

Eccles, Jacquelynne S. ^{[1
,2
]}

机构：

[1] Univ Calif Irvine, 3200 Educ Bldg, Irvine, CA 92717 USA

[2] Catholic Australian Univ, Sydney, NSW, Australia

[3] Univ Michigan, Ann Arbor, MI 48109 USA

[4] Yaqeen Inst Islamic Res, Irving, TX USA

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 2021年 / 84卷

基金：

美国国家科学基金会;

关键词：

Motivation; Expectancy-value; Subjective task values; Adolescence; Teacher warmth; Teacher caring; ACHIEVEMENT TASK VALUES; SCHOOL ENGAGEMENT; MATHEMATICS ACHIEVEMENT; SELF-EFFICACY; LATINO; PERCEPTIONS; ATTITUDES; BELIEFS; GENDER; TRAJECTORIES;

D O I：

10.1016/j.jsp.2020.12.004

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study utilized growth curves and change models to understand the impact of student perceptions of teacher caring on the development of math motivation for an ethnically and linguistically diverse sample of adolescents in middle school (N = 1926) and high school (N = 1531). Using an expectancy-value framework, growth curves revealed declining math motivation for both middle school and high school cohorts. However, perceived teacher caring buffered against these declines and was positively associated with math self-efficacy and subjective task values. Change models revealed that perceived teacher caring at the beginning of the school year increased math motivation by the end of the year. The results shed light on the important role that student-teacher relationships play in influencing math motivation during adolescence.

引用

页码：32 / 48

页数：17

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