Tracking the Longitudinal Effects of Student-Teacher Trust on Mathematics Self-Efficacy for High School Students

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  In Poster Session: Learning and Motivation in Social and Cultural Contexts Poster Session 2

Abstract

The aim of my study was to determine the effect of trust in a teacher on student mathematics self-efficacy over the course of a school year, accounting for differences between individual students. Student trust is based on perceptions of a teacher’s competence, benevolence, openness, reliability, and honesty. High school students’ trust in their mathematics teachers was expected to increased mathematics self-efficacy. The sample consisted of 230 ninth through twelfth grade students. Growth curve modeling results indicated that trust predicted self-efficacy over the 4 time points. Gender was also a significant predictor of self-efficacy, with girls reporting lower self-efficacy on average. The results provide evidence of the importance of student-teacher relationships as factor in building student confidence and motivation.

Authors

• Kristin E. Harvey, The University of Texas - Austin

• Marie- Anne Suizzo, The University of Texas - Austin