Students' Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

Autor/inn/en	Federici, Roger A.; Skaalvik, Einar M.
Titel	Students' Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses
Quelle	In: International Education Studies, 7 (2014) 1, S.21-36 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Middle School Students; Student Attitudes; Mathematics Teachers; Teacher Student Relationship; Emotional Response; Social Support Groups; Student Motivation; Mathematics Anxiety; Help Seeking; Grade 9; Grade 10; Structural Equation Models; Correlation; Predictor Variables; Factor Structure; Questionnaires; Factor Analysis; Norway + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionales Verhalten; Social support; Soziale Unterstützung; Schulische Motivation; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; School year 09; 9. Schuljahr; Schuljahr 09; Korrelation; Prädiktor; Faktorenstruktur; Fragebogen; Faktorenanalyse; Norwegen
Abstract	We explored whether students' perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students' perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at providing both emotional and instrumental support. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01