From Teachers to Students: Understanding Transmission Processes in Mathematics Classrooms

• In Event: Motivation in Education SIG Poster Session: The Role of Students' and Teachers' Competence Beliefs and Value Beliefs

Abstract

The current study's aim is to analyze the longitudinal transmission processes between three types of teacher support, reported by teachers and students, and student interest and negative affect in mathematics. Associations were modeled as cross-level interactions between the classroom and the individual. Using data from 1,429 students in grades 7-12 (49.2% males, 65.5% Hispanic) in 5 urban schools, significant indirect effects were found for the association of teacher-reported support for collaboration and cognitive support with higher students’ interest value in math and lower negative affect in math through students’ perception of these kinds of teacher support at both levels. For emotional support, no significant transmission processes were indicated. Educational implications will be discussed.

Authors

• Charlott Rubach, University of California - Irvine

• Anna-Lena Dicke, University of California, Irvine

• Nayssan Safavian, University of California - Irvine

• Stuart A. Karabenick, University of Michigan

• Jacquelynne S. Eccles, University of California - Irvine