Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses
By R. Federici, Einar M. Skaalvik. 2013
211 citations recorded by the source corpus.
We explored whether students’ perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students’ perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at providing both emotional and instrumental support.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/b247be24feac5c2890dbb0054f21a01e56fb25fc
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In Education
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, background): “…er an d is no t to be di ss em in at ed br oa dl y. started to recognize the differential role that this type of support might play in shaping students’ academic beliefs and behaviors (Federici & Skaalvik, 2014; Malecki & Demaray, 2003; Suldo, Friedrich, White, Farmer, Minch, & Michalowski, 2009).”
- Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “…282 p – – −.05 – – – Engels et al. 2016 1,116 s .28 −.24 – – −.25 – Erkman et al. 2010 223 p .35 – .23 – – .12 Faircloth & Hamm 2005 5,530 s .32 – .33 – – – Fauth et al. 2014 1,070 p .14 – .06 – – – Federici & Skaalvik 2014 309 s .22 – .20 – – .38 Fraire et al. 2013 1,256 p – – .32 −.25 −.35…”