Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency
The purpose of this study was to examine the relationship between teaching quality and students’ expectancy-value motivation, effort-regulation, future interest, and connection frequency in mathematics in 1,113 high school students. Data were analyzed using multilevel structural equation modeling, a...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Colegio Oficial de Psicólogos de Madrid
2020-12-01
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| Series: | Psicología Educativa: Revista de los Psicólogos de la Educación |
| Subjects: | |
| Online Access: |
https://journals.copmadrid.org/psed/art/psed2020a18
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| _version_ | 1818876507578171392 |
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| author | Zuleica Ruiz-Alfonso Jaime León Lidia Santana-Vega Cristina González |
| author_facet | Zuleica Ruiz-Alfonso Jaime León Lidia Santana-Vega Cristina González |
| author_sort | Zuleica Ruiz-Alfonso |
| collection | DOAJ |
| description | The purpose of this study was to examine the relationship between teaching quality and students’ expectancy-value motivation, effort-regulation, future interest, and connection frequency in mathematics in 1,113 high school students. Data were analyzed using multilevel structural equation modeling, and findings showed support for the hypotheses tested. First, we found that teaching quality – specifically, teaching for relevance, acknowledge negative feelings, participation encouragement, using a non-controlling language, provide optimal challenge, focus on the process, structure the class, provide positive feedback, and caring – predicted students’ expectancy-value motivation. Second, students’ connection frequency, effort, and future interest in math were predicted, at individual and class level, by students’ task-expectancy motivation. Third, students’ connection frequency, effort, and future interest were predicted, at individual and class level, by their task-value in math. Finally, findings were discussed in terms of their applications for educational practice and methodological suggestions for future research. |
| first_indexed | 2024-12-19T13:43:29Z |
| format | Article |
| id | doaj.art-51bdc0047ec84c0fb22e4e84a3f4b0d3 |
| institution | Directory Open Access Journal |
| issn | 1135-755X 2174-0526 |
| language | English |
| last_indexed | 2024-12-19T13:43:29Z |
| publishDate | 2020-12-01 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| record_format | Article |
| series | Psicología Educativa: Revista de los Psicólogos de la Educación |
| spelling | doaj.art-51bdc0047ec84c0fb22e4e84a3f4b0d32022-12-21T20:18:55ZengColegio Oficial de Psicólogos de MadridPsicología Educativa: Revista de los Psicólogos de la Educación1135-755X2174-05262020-12-01271677610.5093/psed2020a1811320559Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection FrequencyZuleica Ruiz-Alfonso0Jaime León1Lidia Santana-Vega2Cristina González3University of La Laguna, Laguna , Spain, University of La Laguna, SpainUniversity of Las Palmas de Gran Canaria, Las Palmas , Spain, University of Las Palmas de Gran Canaria, SpainUniversity of La Laguna, Laguna , Spain, University of La Laguna, SpainUniversity of Las Palmas de Gran Canaria, Las Palmas , Spain, University of Las Palmas de Gran Canaria, SpainThe purpose of this study was to examine the relationship between teaching quality and students’ expectancy-value motivation, effort-regulation, future interest, and connection frequency in mathematics in 1,113 high school students. Data were analyzed using multilevel structural equation modeling, and findings showed support for the hypotheses tested. First, we found that teaching quality – specifically, teaching for relevance, acknowledge negative feelings, participation encouragement, using a non-controlling language, provide optimal challenge, focus on the process, structure the class, provide positive feedback, and caring – predicted students’ expectancy-value motivation. Second, students’ connection frequency, effort, and future interest in math were predicted, at individual and class level, by students’ task-expectancy motivation. Third, students’ connection frequency, effort, and future interest were predicted, at individual and class level, by their task-value in math. Finally, findings were discussed in terms of their applications for educational practice and methodological suggestions for future research. https://journals.copmadrid.org/psed/art/psed2020a18 mathematicsexpectancy-value theoryteaching qualityinterestconnection frequencyeffort-regulation |
| spellingShingle | Zuleica Ruiz-Alfonso Jaime León Lidia Santana-Vega Cristina González Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency Psicología Educativa: Revista de los Psicólogos de la Educación mathematics expectancy-value theory teaching quality interest connection frequency effort-regulation |
| title | Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency |
| title_full | Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency |
| title_fullStr | Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency |
| title_full_unstemmed | Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency |
| title_short | Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency |
| title_sort | teaching quality relationships between students motivation effort regulation future interest and connection frequency |
| topic | mathematics expectancy-value theory teaching quality interest connection frequency effort-regulation |
| url |
https://journals.copmadrid.org/psed/art/psed2020a18
|
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