Teachers' Classroom Cognitive Activation, Support, and Student Motivation and Achievement in Mathematics

• In Event: 64.032 - Identity, Motivation, and Emotion in Mathematics Education

Abstract

The present study examined the relationship between adolescent students' perceptions of teacher support, teacher ability to activate cognition, self-efficacy beliefs regarding mathematics, work ethic, persistence, and mathematics career intentions. Data were extracted from the 2012 PISA with a sample of N=4,978 students. Using structural equation modeling, results indicated that students' perceptions of teacher interpersonal behaviors have a positive effect on their motivational beliefs and mathematics achievement; however, a negative path was found between work ethic and mathematics achievement. In addition, no significant paths were detected on their intention to pursue careers in math. Implications for educational practice and future research directions are also discussed.

Authors

• Aubrey Whitehead, George Mason University

• Anastasia Kitsantas, George Mason University

• Timothy J. Cleary, Rutgers University

• Jehanzeb Cheema, University of Baltimore