Stability and change in students' motivational profiles in mathematics classrooms: The role of perceived teaching

Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency

“…In this paper, we focused on students' expectancy beliefs and subjective task-utility value, as these constructs have been usually related with other achievement behaviors (Eccles, 1983;Lazarides et al, 2019). In line with previous studies that have found connections between these variables (e.g., Durik et al, 2015;Getty et al, 2017;Hulleman et al, 2017;Wigfield & Eccles, 2000), we consider them as potential variables to promote students' connection frequency, future interest, and effort in math.…”

“…Although previous research following SDT tenets has widely explored the relationship between teaching quality and students' motivational constructs, most of them have focused just on few items that support students' autonomy, competence or relatedness, but not on a teaching quality global approach. Likewise, although some studies have addressed the concept of teaching quality in relation to Eccles' (1983Eccles' ( , 2009 expectancy-value theory, they have also used different and isolated indicators of teaching quality (e.g., Becker et al, 2014), they have barely focused on students' enhancement of task value (e.g., Hulleman & Harackiewicz, 2009), or they have not been carried out taking into account the nested nature of their data (e.g., Lazarides et al, 2019). In this regard, most of the research that has slightly addressed teachers' behaviors based on Eccles' theory has develop interventions designed to increase students' perceptions of the relevance of school contents, but to the best of our knowledge never before have the other indicators…”

“…Students' expectancy and value are also related to other motivational constructs such as effort regulation (Dietrich et al, 2015;Eccles, 2005;Lazarides et al, 2019). According to Eccles' (1983Eccles' ( , 2009) theory, expectancy and task value are promoters of investing effort into learning (Dietrich et al, 2017), which is, in turn, considered as a strong predictor of academic achievement (León et al, 2015).…”

“…Regarding our first research question, we hypothesize, according to previous literature (Becker et al, 2014;Lazarides et al, 2019;Wang, 2012), that teaching quality will predict students' expectancy and task value. Concerning our second, third, and fourth research question, we hypothesize that students' expectancy and value motivation will be positively related to students' connection, interest, and effort in math.…”

Personality-Typological Features of Conscious Self-Regulation of Aggression

“…Responding to the needs of practice in solving problems of predicting the identified psychological patterns, in recent years, interest in the typological approach has intensified. The typological approach focusing on personal dispositions, regulatory, and motivational features is widely presented in scientific research (Bergman et al, 2003;Ferguson & Hull, 2018;Lee et al, 2017;Lazarides et al, 2019;Mägi et al, 2016). The typological approach to the study of conscious self-regulation, which allows us to distinguish individual differences in mental self-regulation of arbitrary human activity, is reflected in the works of Morosanova and Fomina (2017), Morosanova and Bondarenko (2019).…”