Does perceived teacher affective support matter for middle school students in mathematics classrooms?


Sakız G. , Pape S. J. , Hoy A. W.

JOURNAL OF SCHOOL PSYCHOLOGY, cilt.50, ss.235-255, 2012 (SSCI İndekslerine Giren Dergi) identifier identifier identifier

  • Cilt numarası: 50
  • Basım Tarihi: 2012
  • Doi Numarası: 10.1016/j.jsp.2011.10.005
  • Dergi Adı: JOURNAL OF SCHOOL PSYCHOLOGY
  • Sayfa Sayıları: ss.235-255

Özet

The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. (C) 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.