Teacher support and its influence on students' intrinsic value and effort Dimensional comparison effects across subjects

While positive influences of teacher support on students' motivational development have been widely shown, existing research has not yet considered that students' school experiences are interrelated across classrooms and subjects. The aims of this study were, thus, twofold: (a) To investig...

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Vydáno v:Learning and instruction Ročník 39; číslo 39; s. 45 - 54
Hlavní autoři: Dietrich, Julia, Dicke, Anna-Lena, Kracke, Bärbel, Noack, Peter
Médium: Journal Article
Jazyk:angličtina
Vydáno: Elsevier Ltd 01.10.2015
Témata:
Deutschland
Dimensional comparison
Effort
Intrinsic value
Intrinsische Motivation
Lehrer
Pädagogische Psychologie
Schulfach
Schuljahr 05
Schuljahr 06
Schüler
Student motivational development
Teacher support
Unterstützung
Vergleich
Intrinsic value
Student motivational development
Teacher support
Dimensional comparison
Effort
ISSN:0959-4752, 1873-3263
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Popis
Shrnutí:While positive influences of teacher support on students' motivational development have been widely shown, existing research has not yet considered that students' school experiences are interrelated across classrooms and subjects. The aims of this study were, thus, twofold: (a) To investigate the effects of teacher support on the development of students' intrinsic value and effort; and (b) based on dimensional comparison theory, to examine potential cross-subject contrast effects of teacher support in one subject on students' intrinsic value and effort in another subject. Using a sample of 1155 German students assessed in Grade 5 and 6, multilevel latent change models revealed positive within-subject associations between teacher support and intrinsic value and effort. Furthermore, support for contrast effects was found. Higher levels of teacher support in one subject were related negatively to intrinsic value and effort in another subject, calling for the examination of students' classroom experiences as interrelated across subjects. (Verlag).
ISSN:0959-4752
1873-3263
DOI:10.1016/j.learninstruc.2015.05.007