Less Direct Than You Thought: Teachers Transmit Math Value to Students Through Their Cognitive Support

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

Abstract

Socio-cognitive motivational theories point to teachers’ instructional strategies as one avenue of the teacher-to-student transmission of value beliefs. The current study thus examined the transmission of teacher’s math value to students’ math value via teacher’s cognitive support for understanding as reported by teachers and students. Using a longitudinal dataset of 1,429 students (51% males, 68% Hispanic) and their 26 teachers, doubly-manifest multilevel regression analyses revealed that teacher’s endorsement of math valuing for their students, but not their personal value beliefs, were associated indirectly with class average students’ math values through teachers’ provision of cognitive supports. Teacher reported cognitive support was related to class average students’ value beliefs through classes’ perceptions of cognitive support highlighting the importance of students’ perceptions.

Authors

• Anna-Lena Dicke, University of California, Irvine

• Charlott Rubach, University of California - Irvine

• Nayssan Safavian, University of California - Irvine

• Stuart A. Karabenick, University of Michigan

• Jacquelynne S. Eccles, University of California - Irvine