Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms

By Rebecca Lazarides, Janine Buchholz, Charlott Rubach. 2018

157 citations recorded by the source corpus.

Abstract The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers ( N  = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f651ab534f8428f5e1e8509daf6b3171acdc3b31

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jean–Marc Dewaele
2. Chengchen Li
3. Ju Seong Lee

In Experimental and Cognitive Psychology

1. Jean–Marc Dewaele
2. Chengchen Li
3. Aneta Pavlenko
4. Livia Dewaele
5. P. Macintyre
6. A. Panayiotou

In Social Psychology

1. Jean–Marc Dewaele
2. Chengchen Li
3. Ju Seong Lee
4. Lawrence Jun Zhang
5. P. Macintyre

Citations in the corpus

• Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “Other educational psychologists such as Lazarides et al. (2018, 2019) confirmed that teacher enthusiasm could be directly transmitted to students and improve their interest, engagement and motivation development.”
• Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, unknown): “…self-efficacy for classroom management is regarded as a central facet of teachers' professional competence (Kunter & Baumert, 2006) and key predictor of effective classroom management strategies (Brouwers & Tomic, 1999; Dicke et al., 2014; Lazarides, Buchholz, & Rubach, 2018; Zee & Koomen, 2016).”