Teacher Support, Instructional Practices, Student Motivation, and Mathematics Achievement in High School

Autor/inn/en	Yu, Rongrong; Singh, Kusum
Titel	Teacher Support, Instructional Practices, Student Motivation, and Mathematics Achievement in High School
Quelle	In: Journal of Educational Research, 111 (2018) 1, S.81-94 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1204260
Schlagwörter	Teaching Methods; Student Motivation; Mathematics Instruction; Mathematics Achievement; Secondary School Students; Secondary School Mathematics; Self Efficacy; Longitudinal Studies; Grade 9; Mathematics Teachers; Secondary School Teachers; Factor Analysis; Correlation; Structural Equation Models + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Self-efficacy; Selbstwirksamkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 09; 9. Schuljahr; Schuljahr 09; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Faktorenanalyse; Korrelation
Abstract	The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results indicate that conceptual teaching positively affected student mathematics achievement, whereas procedural emphasis in mathematics instruction had a negative effect. Teacher support influenced student mathematics achievement indirectly through students' mathematics self-efficacy, and also influenced students' interest in mathematics courses. Finally, students with higher levels of family socioeconomic status and prior achievement were more likely to have teachers who use conceptual teaching strategies. Students with higher prior achievement were also more likely to perceive higher levels of teacher support. The findings have theoretical and practical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01