Math Achievement in High School: Effects of Teacher Support, Instructional Practice, and Students’ Motivational Beliefs

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Abstract

This research examined the effects of teacher support and instructional practice (conceptual teaching and procedural teaching) on 9th graders’ math achievement and the mediation effect of students’ motivational beliefs (math self-efficacy and interest in math courses) on the links between teacher factors and students’ math achievement. The authors used a nationally representative sample of 9th graders from the High School Longitudinal Study 2009. Structural equation modeling was used to test the hypothesized models. Results supported that instructional practice primarily affected students’ math achievement and teacher support primarily affect students’ motivational beliefs in math learning controlling for students’ socioeconomic status and previous achievement. Students’ motivational beliefs did not mediate the links between teacher factors and students’ math achievement.

Authors

• Rongrong Yu, Virginia Polytechnic Institute and State University

• Kusum Singh, Virginia Polytechnic Institute and State University