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How Teacher Emotional Support Motivates Students: The Mediating Roles of Perceived Peer Relatedness, Autonomy Support, and Competence

Learning and instruction, 2016-04, Vol.42, p.95 [Peer Reviewed Journal]

ISSN: 0959-4752 ;EISSN: 1873-3263 ;DOI: 10.1016/j.learninstruc.2016.01.004

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Title:
How Teacher Emotional Support Motivates Students: The Mediating Roles of Perceived Peer Relatedness, Autonomy Support, and Competence
Author: Ruzek, Erik A ; Hafen, Christopher A ; Allen, Joseph P ; Gregory, Anne ; Mikami, Amori Yee ; Pianta, Robert C
Subjects: Affective Behavior ; Aptitude Treatment Interaction ; Competence ; Emotional Experience ; Interaction Process Analysis ; Mediation Theory ; Middle School Students ; Middle School Teachers ; Peer Relationship ; Randomized Controlled Trials ; Statistical Analysis ; Structural Equation Models ; Student Empowerment ; Student Motivation ; Teacher Behavior ; Teacher Influence ; Teacher Student Relationship ; United States (Mid Atlantic States)
Is Part Of: Learning and instruction, 2016-04, Vol.42, p.95
Description: Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.
Language: English
Identifier: ISSN: 0959-4752
EISSN: 1873-3263
DOI: 10.1016/j.learninstruc.2016.01.004
Source: ERIC Full Text Only (Discovery)

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How Teacher Emotional Support Motivates Students: The Mediating Roles of Perceived Peer Relatedness, Autonomy Support, and Competence

ISSN: 0959-4752 ;EISSN: 1873-3263 ;DOI: 10.1016/j.learninstruc.2016.01.004

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