Investigating Need Supportive Teaching in Middle School Math and Science Using a Person-Centered Approach (Poster 24)

• In Event: AERA Poster Session Thursday 8:00 a.m.
  In Poster Session: Focusing on Teachers and Student-Teacher Interactions

Abstract

This study uses latent profile analysis (LPA) to investigate students’ perceptions of needs-supportive teaching in middle school math and science classrooms. Participants were 857 fifth and sixth grade students from diverse ethnic-racial backgrounds. LPA suggested five profiles varied in students’ level of perceived support for teacher relatedness, competence, and autonomy that were distinguished by levels of competence support. High levels of all three supports were most optimal for students’ academic adjustment. Low levels of all three supports were associated with the lowest academic adjustment. Having high competence support did not protect students from having low needs support in other areas. Supporting students’ needs for autonomy and relatedness is necessary to promote positive academic adjustment in middle school.

Authors

• Anushree Bhatia, University of Michigan

• Blake Glatley, University of Michigan

• Jessica E. Kilday, University of Missouri

• Hilary Simpson, University of Michigan

• Meaghan Pearson, Vanderbilt University

• Allison M. Ryan, University of Michigan