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

被引：113

作者：

Dietrich, Julia ^{[1
]}

Dicke, Anna-Lena ^{[2
]}

Kracke, Baerbel ^{[1
]}

Noack, Peter ^{[3
]}

机构：

[1] Univ Jena, Inst Sci Educ, D-07743 Jena, Germany

[2] Univ Calif Irvine, Sch Educ, Irvine, CA 92697 USA

[3] Univ Jena, Inst Psychol, D-07743 Jena, Germany

来源：

LEARNING AND INSTRUCTION | 2015年 / 39卷

关键词：

Teacher support; Student motivational development; Intrinsic value; Effort; Dimensional comparison; INTERNAL EXTERNAL FRAME; INTERNAL/EXTERNAL FRAME; SCHOOL ENGAGEMENT; REFERENCE MODEL; ACADEMIC-ACHIEVEMENT; CLASSROOM CLIMATE; MIDDLE SCHOOL; PREDICTORS; MOTIVATION; PERCEPTIONS;

D O I：

10.1016/j.learninstruc.2015.05.007

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

While positive influences of teacher support on students' motivational development have been widely shown, existing research has not yet considered that students' school experiences are interrelated across classrooms and subjects. The aims of this study were, thus, twofold: (a) To investigate the effects of teacher support on the development of students' intrinsic value and effort; and (b) based on dimensional comparison theory, to examine potential cross-subject contrast effects of teacher support in one subject on students' intrinsic value and effort in another subject. Using a sample of 1155 German students assessed in Grade 5 and 6, multilevel latent change models revealed positive within-subject associations between teacher support and intrinsic value and effort. Furthermore, support for contrast effects was found. Higher levels of teacher support in one subject were related negatively to intrinsic value and effort in another subject, calling for the examination of students' classroom experiences as interrelated across subjects. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：45 / 54

页数：10

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