Resumen de Relationships between perceived teacher and peer support on motivation and achievement in high school mathematics
James A. Middleton, Adi Wiezel, Amanda Riske, Amanda Jansen, Ethan Smith
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.
