Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support |
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| Institution: | 1. University of Potsdam, Department of Education, Karl-Liebknecht Straße 24-25, 14476, Potsdam, Germany;2. University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Europastraße 6, 72072, Tübingen, Germany;3. School of Education, University of California, 3200 Education Building, Irvine, CA, 92697, USA;1. Department of Education, Utrecht University, The Netherlands;2. Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, The Netherlands;3. Learning and Innovation Centre, Avans University of Applied Sciences, The Netherlands;1. Institute for Educational Quality Improvement, Berlin, Germany;2. Centre for International Student Assessment, Germany;3. Department of Psychology, University of Kassel, Germany;4. Leibniz Institute for Science and Mathematics Education, Kiel, Germany;5. Australian Catholic University, Sydney, Australia;1. Behavioural Science Institute, Radboud University, the Netherlands;2. Instructional Science, Twente University, the Netherlands;1. Education, Training, Research, 100 Enterprise Way, Suite G300, Scotts Valley, CA, 95066, USA;2. Department of Psychology, Florida Atlantic University, 3200 College Avenue, Davie, FL, 33431, USA;3. Department of Psychology, Concordia University, 7141 Sherbrooke St. West, Montreal, QC, Canada, H4B 1R6;1. North Carolina A&T State University, Greensboro, NC, USA;2. University of Texas at Austin, Austin, TX, USA |
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| Abstract: | Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students’ interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline. |
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| Keywords: | Interest Teacher support Multilevel latent change model Teacher enthusiasm Classroom research |
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