Relationships between perceived teacher and peer support on motivation and achievement in high school mathematics
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http://hdl.handle.net/10045/126628
Títol: | Relationships between perceived teacher and peer support on motivation and achievement in high school mathematics |
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Autors: | Middleton, James A. | Wiezel, Adi | Riske, Amanda | Jansen, Amanda | Smith, Ethan |
Paraules clau: | Mathematics education | Mathematics teaching |
Data de publicació: | 2022 |
Editor: | PME | Universidad de Alicante |
Citació bibliogràfica: | Middleton, James A., et al. “Relationships between perceived teacher and peer support on motivation and achievement in high school mathematics”. In: Fernández, Ceneida, et al. (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain, 18-23 of July of 2022. Alicante: PME, 2022. Vol. 3. ISBN 978-84-1302-177-5, pp. 195-202 |
Resum: | One hundred fourteen US students were surveyed to test a model of the relationships among motivational variables resulting from students’ first experiences as they transitioned from middle school to high school, and math achievement. Key malleable factors impacting motivation and achievement included perceived supportiveness of respondents’ teacher and peers. Longitudinal Path Analysis revealed that teacher support can impact students’ beliefs about the supportiveness of their peers, but that these social factors are mediated through students developing personal interest in mathematics to ultimately impact achievement. |
URI: | http://hdl.handle.net/10045/126628 |
ISBN: | 978-84-1302-177-5 |
ISSN: | 0771-100X |
Idioma: | eng |
Tipus: | info:eu-repo/semantics/conferenceObject |
Drets: | © 2022 left to authors |
Revisió científica: | si |
Versió de l'editor: | https://web.ua.es/pme45/ |
Apareix a la col·lecció: | PME 45 - Proceedings - Vol. 3 |
Arxius per aquest ítem:
Arxiu | Descripció | Tamany | Format | |
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proceedings-pme-45-vol3-25.pdf | 488,34 kB | Adobe PDF | Obrir Vista prèvia | |
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