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Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support
Ist Teil von
Learning and instruction, 2019-04, Vol.60, p.126-137
Ort / Verlag
Elsevier Ltd
Erscheinungsjahr
2019
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
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.
•We used multilevel latent change modeling with student and teacher data.•Class-level math interest and perceived teacher support declined from Grade 5 to 6.•Teacher-reported enthusiasm reduced the decline in students' class-level interest.•Student-perceived teacher support reduced the decline in students' class-level interest.