Umarji Osman, Dicke Anna-Lena, Safavian Nayssan, Karabenick Stuart A, Eccles Jacquelynne S
University of California, Irvine, USA; Yaqeen Institute for Islamic Research, USA.
University of California, Irvine, USA.
J Sch Psychol. 2021 Feb;84:32-48. doi: 10.1016/j.jsp.2020.12.004. Epub 2021 Jan 7.
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.
本研究运用增长曲线和变化模型，以了解教师关怀的学生感知对初中（N = 1926）和高中（N = 1531）中种族和语言多样化的青少年样本的数学动机发展的影响。使用期望 - 价值框架，增长曲线显示初中和高中学生群体的数学动机都在下降。然而，教师关怀的感知缓冲了这些下降，并与数学自我效能感和主观任务价值呈正相关。变化模型显示，学年开始时教师关怀的感知到学年结束时会提高数学动机。研究结果揭示了师生关系在影响青少年数学动机方面所起的重要作用。
