Teachers Caring for Students and Students Caring for Math: Perceived Teacher Caring and Student Motivation

• In Event: 66.028 - Culturally Responsive Teaching and Pedagogy: Promising Research and Practices

Abstract

Growth curves were applied to understand the development of math motivation in a sample of predominantly Hispanic and English learner (EL) middle- and high school students. An expectancy-value perspective was integrated with theories on the role of teachers as socializers influencing the learning environment. Perceived teacher caring and warmth was operationalized as an important component of students’ math motivation. Growth curves revealed that although math motivation generally declined during both the middle and high school transitions, perceived teacher caring was positively associated with student motivation. Furthermore, there was a positive interaction between perceived teacher caring and EL students, highlighting the importance of teachers in supporting the motivation of students from diverse socio-demographic background.

Authors

• Osman Umarji, University of California - Irvine

• Anna-Lena Dicke, University of California, Irvine

• Nayssan Safavian, University of California - Irvine

• Stuart A. Karabenick, University of Michigan

• Jacquelynne Eccles, University of California - Irvine