The Impact of Perceived Teachers' Autonomy Support on Students' Mathematics Achievement: Evidences Based on Latent Growth Curve Modelling

Autor/inn/en	Wei, Dan; Zhang, Danhui; He, Jingwen; Bobis, Janette
Titel	The Impact of Perceived Teachers' Autonomy Support on Students' Mathematics Achievement: Evidences Based on Latent Growth Curve Modelling
Quelle	In: European Journal of Psychology of Education, 35 (2020) 3, S.703-725 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-019-00437-5
Schlagwörter	Personal Autonomy; Mathematics Achievement; Elementary School Students; Grade 4; Grade 5; Grade 6; Foreign Countries; Psychological Needs; Learner Engagement; Predictor Variables; Teaching Styles; Student Motivation; China + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Prädiktor; Lehrstil; Unterrichtsstil; Schulische Motivation
Abstract	According to the self-determination theory, autonomy-supportive teaching is considered an effective approach to motivate students to learn. The present study investigates the effect of students' perceived autonomy support on math achievement over time, i.e. from grades 4 to 6, using a longitudinal survey administered in Chinese elementary schools. A total of 1624 participants were assessed over four waves. Autonomy need satisfaction and classroom engagement were included as predictors of achievement growth. Latent growth curve modelling (LGCM) indicated that perceived autonomy support accounted for more variance in mathematics achievement among 4th- and 5th-grade students than it did for 6th-grade students. Furthermore, student autonomy need satisfaction positively predicted the growth rate of their achievement, while behavioural engagement significantly and positively predicted both the growth rate and the average initial level of mathematics achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01