Students' Perceptions of Teacher Support, Numeracy, and Assessment for Learning: Relations with Motivational Responses and Mastery Experiences

Autor/inn/en	Federici, Roger Andre; Caspersen, Joakim; Wendelborg, Christian
Titel	Students' Perceptions of Teacher Support, Numeracy, and Assessment for Learning: Relations with Motivational Responses and Mastery Experiences
Quelle	In: International Education Studies, 9 (2016) 10, S.1-15 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Secondary School Students; Student Attitudes; Teacher Student Relationship; Social Support Groups; Numeracy; Student Evaluation; Homework; Relevance (Education); Learning Motivation; Academic Persistence; Mastery Learning; Age Differences; Instructional Program Divisions; Data Analysis; Structural Equation Models; Correlation; Educational Environment; Outcomes of Education; Factor Analysis; Norway + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Social support; Soziale Unterstützung; Rechenkompetenz; Schulnote; Studentische Bewertung; Hausaufgabe; Relevance; Relevanz; Motivation for studies; Lernmotivation; Age; Difference; Age difference; Altersunterschied; Auswertung; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernleistung; Schulerfolg; Faktorenanalyse; Norwegen
Abstract	We explored a theoretical model of relations between students' perceptions of emotional support, numeracy, and assessment for learning and their perceptions of relevance of schoolwork, motivation, persistence, and mastery experiences. We also investigated possible differences between students in lower- and upper secondary school. Participants were 44,702 students in 8th to 13th grade in Norway. The data was analyzed by means of structural equation modeling. The results revealed moderate to strong correlations between the three aspects of the learning environment. In general, they related positively to the outcome variables. However, the relations were almost entirely mediated through relevance and motivation. The present study adds to our understanding of how to work with the learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01