Perceived Teacher Support and Student Motivation in Math and Science: The Moderating Role of School Type and Socioeconomic Status

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Abstract

This paper examines how students’ perceptions of teacher support in math and science relate to their motivation in these subjects and whether this relationship is moderated by school type and socioeconomic status (SES). Using nationally representative HSLS:09 data and MANOVA, results show that perceived teacher support is positively associated with student motivation, even after controlling for race, gender, and prior math achievement. Notably, the motivational benefit of teacher support is stronger in private schools compared to public schools, suggesting contextual variation in how support is received. These findings highlight the importance of school environments in shaping students’ responses to teacher support and inform efforts to promote motivation and equity in STEM education.

Author

• Haofei Li, The Ohio State University