Teachers as Sources of Middle School Students' Motivational Identity: Variable-Centered and Person-Centered Analytic Approaches

By Tamera B. Murdock, Angela D. Miller. The Elementary school journal, 2003

179 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4d9ecb2d135eff6a119f7e263b84c73c87297efc

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Citations in the corpus

Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement (2016, methodology): “Other studies found a positive relation between perceived social support from teachers and effort regulation or behavioural engagement (e.g., Murdock & Miller, 2003).”
Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners (2012, background): “Murdock and Miller (2003) reported that student perceptions of teacher caring matter because caring teachers bolster students' academic self-efficacy.”
Mathematical Caring Relations in Action (2010, background): “…perceive as caring (e.g., Alder, 2002; Hayes, Ryan, & Zseller, 1994; Wentzel, 1997), on whether teacher caring influences student motivation and perceived achievement (e.g., Ding & Hall, 2007; Murdock & Miller, 2003), or on the work involved in teacher caring (e.g., Acker, 1995; Teven, 2007).”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “…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 self-efficacy (PALS); G Murdock et al. (2000) SP: Academic self-concept; current evaluation and future…”
Adults make a difference: the protective effects of parent and teacher emotional support on emotional and behavioral problems of peer‐victimized adolescents (2010, background): “Adolescents’ perceptions of teacher emotional support (e.g., encouragement and respect from teachers) are consistently associated with their academic success, commitment to learning, and feelings of wellbeing (see Becker & Luthar, 2002 for review; Murdock & Miller, 2003).”
The Validity of the Achievement-Orientation Model for Gifted Middle School Students (2014, methodology): “When such complex interactions are suspected, as in the present study, then person-centered analytic methods are more appropriate because they are designed to identify a limited set of likely configurations within these variables (Murdock & Miller, 2003).”
Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? (2010, background): “Murdock and Miller (2003) suggested that students who perceive their teachers as caring are more likely to view themselves as academically capable and set higher educational goals for themselves.”
Creating Birds of Similar Feathers: Leveraging Similarity to Improve Teacher-Student Relationships and Academic Achievement. (2015, background): “Adolescents’ perceptions of teacher support and caring predict student effort as reported by both teachers (Goodenow, 1993; Murdock & Miller, 2003) and students (Sakiz, Pape, & Hoy, 2012; Wentzel, 1997).”