Elementary school teachers' self-efficacy, student-perceived support and students' mathematics interest.

Autor/inn/en	Oppermann, Elisa; Lazarides, Rebecca
Titel	Elementary school teachers' self-efficacy, student-perceived support and students' mathematics interest.
Quelle	In: Teaching and teacher education, (2021) 103, 12 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Abbildungen; Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2021.103351
Schlagwörter	Forschungsergebnis; Mehrebenenanalyse; Selbstwirksamkeit; Schuljahr 03; Schuljahr 04; Grundschule; Lehrer; Interesse; Unterrichtspraxis; Mathematik; Mathematikunterricht; Unterstützung
Abstract	Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which - in turn - was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students' interest in elementary school. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/2