The Relationship between Teacher Autonomy Support and Student Mathematics Achievement: A 3-Year Longitudinal Study

Autor/inn/en	Fu, Dingmeng; Liu, Yue; Zhang, Danhui
Titel	The Relationship between Teacher Autonomy Support and Student Mathematics Achievement: A 3-Year Longitudinal Study
Quelle	In: Educational Psychology, 43 (2023) 2-3, S.187-206 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fu, Dingmeng) ORCID (Zhang, Danhui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2023.2190064
Schlagwörter	Mathematics Achievement; Longitudinal Studies; Student Motivation; Student Attitudes; Personal Autonomy; Teacher Student Relationship; Elementary School Students; Elementary School Teachers; Foreign Countries; Psychological Needs; Need Gratification; China + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulische Motivation; Schülerverhalten; Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Bedürfnisbefriedigung
Abstract	According to self-determination theory, teachers' autonomy support is an effective approach to motivate students to learn. Longitudinal studies are necessary to clear up the relation between students' perception of teacher autonomy support and students' achievement in mathematics. The present study investigated the effect of teachers' autonomy support on students' maths achievement over three years using a longitudinal survey in Chinese elementary schools. Structural equation modelling was employed to explore the complex mechanism of autonomy-supportive teaching on students' mathematics achievement. The results show that teachers' autonomy support can satisfy students' psychological needs, which can enhance their motivation and ultimately positively related with their mathematics achievement. It is worth noting that the students' satisfaction of psychological needs for autonomy and intrinsic motivation have not only a direct effect but also lagged effect. These findings have theoretical and practical significance for mathematics teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01