Teacher interpersonal behavior and adolescents’ motivation in mathematics: A comparison of learning disabled, average, and talented students

By Judith M. Lapointe, F. Legault, Seth J. Batiste. 2005

83 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/212dc73ee4bd539124c0e2696ed0c2605cc90af8

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Teacher Support, Motivation, Learning Strategy Use, and Achievement: A Multilevel Mediation Model (2012, background): “Studies have indicated that teacher behavior plays an important role in motivational constructs: when students perceive their teacher as supportive, they are more likely to be interested in and are less likely to be anxious about classroom activities (Lapointe et al., 2005; Wentzel, 1998).”
General Educators' In-Service Training and Their Self-Perceived Ability to Adapt Instruction for Students with IEPs. (2009, background): “Another possible explanation for this may be how unprepared teachers are to teach their subject to students with LD. Gagnon and Maccini (2007) found that math teachers in their study felt somewhat unprepared to teach students with LD, while DeSimone and Parmar (2006b) cited only a slightly higher Vo”
Teacher–student interpersonal relationships in Indonesia: profiles and importance to student motivation (2011, background): “A study in Canadian secondary schools supported the evidence of the positive effects of interpersonal behaviour on student motivation (Lapointe, Legault, & Batiste, 2005 ).”
Teachers' instructional behaviors as important predictors of academic motivation: Changes and links across the school (2016, background): “Lapointe, Legault, and Batiste (2005) discovered that students' perceptions of interpersonal teachers' behavior played a significant role in students' self-efficacy, intrinsic value and test anxiety.”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “…(ATL); C SP: Success expectancies; C Hardré et al. (2007) SP: Perceived ability (ATL); C Knight (1991) SP: Academic self-concept; C, language arts Lapointe et al. (2005) SP: Self-efficacy (MSLQ); C Marchant et al. (2001) SP: Academic Competence Scale; G Murdock & Miller (2003) SP: Academic…”