The Role of Instructional Relevance and Teacher Competence Support in Student Motivation in Math Classrooms

• In Event: 34.080 - Poster Session 7
  In Poster Session: 34.080-3 - Motivation in Education SIG Poster Session 1

Abstract

This study explored high school students’ math class motivation profiles, how these profiles are predicted by students’ perceptions of instructional relevance and teacher competence support, and how the profiles relate to students’ achievement and motivational outcomes. Data were collected from school records and a survey for the sample of 355 high school students. Using Latent Profile Analysis, a four-profile model of high motivation, moderate motivation with high efficacy, moderate motivation with high cost and anxiety, and low motivation was chosen as a final model. Both instructional relevance and teacher competence support were significantly associated with students’ motivation profile membership, after controlling for their prior math achievement and other demographic characteristics. Students’ motivation profiles significantly predicted their achievement and motivational outcomes.

Authors

• Yujin Chang, The Ohio State University - Columbus

• Eric M. Anderman, The Ohio State University