Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support

Lazarides, Rebecca; Gaspard, Hanna; Dicke, Anna–Lena

doi:10.1016/j.learninstruc.2018.01.012

Cited by 119 publications

(98 citation statements)

References 54 publications

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“…In particular, we observed that student perceptions of engaging subject teachers, who are passionate about their subject and succeed in connecting the learning material to students' lives, were associated with increased subject liking, beyond students' dispositions. 1 Hence, teachers do seem to make a difference in sparking students' interest for their subject (Hulleman & Harackiewicz, 2009;Keller et al, 2014;Kim & Schallert, 2014;Lazarides et al, 2019), although the reverse explanationthat students who like a subject rate their teachers as being more engagingcannot be excluded on the basis of our cross-sectional data. Interestingly, research on interest development has suggested that when situational interest is maintained for a long enough time, this could result in a more deeply rooted, well-developed interest (Hidi & Renninger, 2006).…”

Section: Discussionmentioning

confidence: 86%

“…First, we investigated the role of two related but distinct dispositions that are theoretically relevant to subject preferences, that is, trait interests (Holland, 1997) and cognitive abilities (Ackerman & Heggestad, 1997). Second, we investigated whether, beyond individual dispositions, school subject liking also depended more dynamically on perceived teacher behavior, considering how subject teachers may nurture subject-specific interest and enjoyment through engaging teaching (e.g., Lazarides, Gaspard, & Dicke, 2019).…”

Section: Subject Preferencesmentioning

confidence: 99%

“…First, research has suggested that enthusiastic teachers may produce enthusiastic students, a phenomenon that has been labeled emotional contagion (Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009). For example, students' perceptions of their teachers' enthusiasm were found to positively predict student interest and enjoyment (Keller, Goetz, Becker, Morger, & Hensley, 2014;Kim & Schallert, 2014;Lazarides et al, 2019). Hence, it can be expected that enthusiastic subject teachers improve subject liking among their students.…”

Section: Subject Teachers' Behaviormentioning

confidence: 99%

See 2 more Smart Citations

Understanding school subject preferences: The role of trait interests, cognitive abilities and perceived engaging teaching

Lavrijsen

Tracey

Verachtert

et al. 2021

Personality and Individual Differences

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Section: Discussionmentioning

confidence: 86%

Section: Subject Preferencesmentioning

confidence: 99%

Section: Subject Teachers' Behaviormentioning

confidence: 99%

See 1 more Smart Citation

Understanding school subject preferences: The role of trait interests, cognitive abilities and perceived engaging teaching

Lavrijsen

Tracey

Verachtert

et al. 2021

Personality and Individual Differences

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“…Diese Unterschiedlichkeit in den motivationalen Unterrichtspraktiken im Regelunterricht kann nicht nur in direktem Zusammenhang mit der Motivation (z.B. Dietrich et al, 2015;Lazarides et al, 2019;Schmidt et al, 2019) und dem Engagement (z.B. Reeve et al, 2004;Wentzel, 2009;Frenzel et al, 2010;Zhang, 2013)…”

Section: Schülerinnen Und Schüler Erleben Unterschiedlich Motivationaunclassified

Gleiche Wirkung in jedem Klassenzimmer? Moderationseffekte durch motivationale Unterrichtspraktiken am Beispiel einer Nützlichkeitsintervention im Mathematikunterricht und damit einhergehende Herausforderungen

Parrisius¹,

Gaspard²,

Flunger³

et al. 2021

Preprint

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In den vergangenen Jahren wurden zahlreiche Motivationsinterventionen entwickelt und auf ihre Wirksamkeit in der Förderung der Schülerinnen- und Schülermotivation überprüft. Dabei ist eine offene Frage, ob eine Motivationsintervention in Abhängigkeit motivationaler Unterrichtspraktiken im Regelunterricht in jeder Klasse gleichermaßen wirksam ist. Diese Frage bleibt aufgrund mangelnder Power jedoch oftmals unbeantwortet. Anhand einer exemplarischen, auf Klassenebene randomisierten kontrollierten Interventionsstudie mit 82 neunten Klassen (n = 1916) wurde daher untersucht, (1) welche kleinstmöglichen Moderationseffekte unter gegebenen Parametern mit wünschenswerter Power aufgedeckt werden können und (2) wie viele Klassen für vergleichbare Studien zur Untersuchung von Moderationsfragestellungen mit adäquater Power rekrutiert werden müssten. Zudem wurde untersucht, (3) ob die Effekte der Intervention auf die Wertüberzeugungen und Leistung in Mathematik durch motivationale Unterrichtspraktiken im Regelunterricht moderiert wurden. Die Poweranalysen wiesen auf die Einschränkungen der Studie zur Untersuchung solcher Moderationseffekte hin. Es zeigten sich vereinzelte signifikante Moderationseffekte durch motivationale Unterrichtspraktiken. Diese Ergebnisse und deren Bedeutung für die Planung vergleichbarer Interventionsstudien zur Untersuchung von Moderationseffekten auf Klassenebene werden hinsichtlich der Power und der benötigten Klassenanzahl diskutiert.

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“…A Study found that 17.38% junior high school students in rural areas of China reported to have suffered from learning weariness (Zhao, 2015). Theoretical as well as empirical research emphasized that students’ individual factors (e.g., Schurtz et al, 2014; Zhang et al, 2018; Denner et al, 2019) along with environmental factors (e.g., Lazarides et al, 2019) are all important predictors of their academic interests. As for learning weariness of Chinese students, one of the main reasons is the heavy academic burden (Guo and Zhang, 2012).…”

Section: Introductionmentioning

confidence: 99%

Academic Interest Scale for Adolescents: Development, Validation, and Measurement Invariance With Chinese Students

Luo

Dang

2019

Front. Psychol.

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Hidi and Renninger’s four-phase interest development model was identified as the most complete and widely used theoretical model illustrating the essence of academic interest. Using the model along with current research literature as a basis, this study aimed to develop and initially validate a generic multidimensional instrument to measure academic interest across different school subjects in the Chinese education context; this instrument was called the Academic Interest Scale for Adolescents (AISA). Three large samples of Chinese junior high school students were recruited by cluster sampling in the study. (1) Sample 1 (N = 552; 45.5% girls; 12.31 [SD = 0.98] years, range = 10–15 years) completed the draft of AISA, Intrinsic Motivation Scale and Scale for Adolescents’ Flow State in Learning in math and English. (2) Sample 2 (a subgroup of Sample 1, 411 students) completed the AISA in math and English again 2 months later after the first survey. (3) Sample 3 (N = 1,780; 50.1% girls; 13.69 [SD = 0.97] years, range = 12–16 years) completed the AISA in math, English, and Chinese. Identically worded items were used in AISA, except for the name of the subject. An exploratory factor analysis for math in sample 1 using principle axis factoring and promax rotation resulted in a 29-item AISA containing four dimensions: emotion, value, knowledge, and engagement, and the latent variables together explained 59.40% of the total variance. Confirmatory factor analysis for math, English, and Chinese in sample 3 suggested the four-factor model fits well in different samples and subjects. Scale scores showed adequate internal consistency (the Cronbach’s α for AISA and each subscale ranged from 0.86 to 0.93) and acceptable test-criterion relationships (correlations between the AISA score and intrinsic motivation and flow state in learning > 0.51, ps < 0.001). Furthermore, the structural measure invariance across subjects, time (2-month interval), genders and grades were upheld. The AISA promises to be a useful tool for the evaluation of academic interest among Chinese adolescents and can be administered in different educational settings, i.e., different subjects, time, genders, and grades.

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Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support

Cited by 119 publications

References 54 publications

Understanding school subject preferences: The role of trait interests, cognitive abilities and perceived engaging teaching

Understanding school subject preferences: The role of trait interests, cognitive abilities and perceived engaging teaching

Gleiche Wirkung in jedem Klassenzimmer? Moderationseffekte durch motivationale Unterrichtspraktiken am Beispiel einer Nützlichkeitsintervention im Mathematikunterricht und damit einhergehende Herausforderungen

Academic Interest Scale for Adolescents: Development, Validation, and Measurement Invariance With Chinese Students

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