The Effect of Student-Teacher Relationships on Students' Math Motivation and Math Anxiety Across E.U. Countries

• In Event: AERA Poster Session 9
  In Poster Session: Giftedness, Creativity, and Talent Development Poster Session (San Diego)

Abstract

Using PISA 2012 data, we conducted a multilevel modeling analysis to explore how student-teacher relationships (STR) affected mathematics motivation and mathematics anxiety across EU countries. We compared this relationship across high and low achievers and explored how sex, economic, social, and cultural status (ESCS), ability grouping, class size, and teacher intentions moderated this relationship. Results show positive STR was associated with higher motivation and lower anxiety. High-ability students, girls, and high ESCS students had higher motivation and lower anxiety, but only low-ability moderated the relationship between STR and motivation and anxiety. Ability-grouping was associated with lower motivation and higher anxiety, teacher intentions around social development were associated with lower motivation, and intentions around promoting achievement were associated with higher anxiety.

Authors

• Ophélie Allyssa Desmet, Valdosta State University

• Sandra Liliana Camargo Salamanca, Purdue University

• Hyeseong Lee, Lewis University

• Abdullah Tuzgen, Purdue University