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Dr. Anna-Lena Dicke, Associate Project Scientist, has published with colleagues in Learning and Instruction: "Dynamics of Classroom Motivation: Teacher Enthusiasm and the Development of Math Interest and Teacher Support."
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. Lazarides, R., Gaspard, H., & Dicke, L. (2018). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2018.01.012 Science Direct: https://www.sciencedirect.com/science/article/pii/S0959475217303729 Comments are closed.
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