Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects

Dietrich, Julia; Dicke, Anna–Lena; Kracke, Bärbel; Noack, Peter

doi:10.1016/j.learninstruc.2015.05.007

Cited by 126 publications

(106 citation statements)

References 55 publications

(68 reference statements)

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“…Very few studies replaced both independent and dependent variables. However Dietrich, Dicke, Kracke, & Noack (2015) found dimensional comparison effects when analyzing crossdomain relations of teacher support and motivation: Higher levels of perceived teacher support in one subject were negatively related to students' intrinsic value and effort in another subject. Möller and Savyon (2003) analyzed dimensional comparison effects between intelligence and honesty.…”

Section: The Generalized Internal/external Frame Of Reference Model (mentioning

confidence: 99%

The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory

Möller

2016

FLR

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Section: The Generalized Internal/external Frame Of Reference Model (mentioning

confidence: 99%

The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory

Möller

2016

FLR

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“…Although appraisals are primarily a L1 construct it is possible that appraisals, like other self-system student-level variables including subjective task value, effort, and engagement (e.g., Dietrich, Dicke, Kracke, & Noack, 2015;Reyes et al, 2012) may also show between-class variance. That is, the average challenge and threat appraisals for students in one class differ to others.…”

Section: Fear Appeals Appraisals and The Multilevel Questionmentioning

confidence: 99%

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

Putwain

Nicholson

Nakhla

et al. 2016

Contemporary Educational Psychology

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Previous studies have shown that teachers may use messages that focus on the importance of avoiding failure (fear appeals) prior to high-stakes examinations as a motivational tactic. The aim of this study was to examine whether fear appeals, and their appraisal as challenging or threatening, impacted on student engagement. Data were collected from 1373 students, clustered in 46 classes, and 81 teachers responsible for instruction in those classes, prior to a high-stakes mathematics secondary school exit examination. Data were analyzed in a multilevel structural equation model. The appraisal of fear appeals as challenging lead to greater student engagement and as threatening to lower student engagement. The impact of fear appeals on engagement was mediated by a threat appraisal. The effectiveness of fear appeals as a motivational strategy depends on how they are interpreted by students.

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“…Thus, there is a lack of research that examines how students’ perceptions of their learning environment enhance or inhibit the developmental change of different dimensions of their motivation (e.g., Gottfried et al, 2009; Dietrich et al, 2015). …”

Section: Introductionmentioning

confidence: 99%

Longitudinal Effects of Student-Perceived Classroom Support on Motivation – A Latent Change Model

Lazarides

Raufelder

2017

Front. Psychol.

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This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age = 13.70, SD = 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms.

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Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects

Cited by 126 publications

References 55 publications

The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory

The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

Longitudinal Effects of Student-Perceived Classroom Support on Motivation – A Latent Change Model

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