Relationships between perceived teacher and peer support on motivation and achievement in high school mathematics
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http://hdl.handle.net/10045/126628
Título: | Relationships between perceived teacher and peer support on motivation and achievement in high school mathematics |
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Autor/es: | Middleton, James A. | Wiezel, Adi | Riske, Amanda | Jansen, Amanda | Smith, Ethan |
Palabras clave: | Mathematics education | Mathematics teaching |
Fecha de publicación: | 2022 |
Editor: | PME | Universidad de Alicante |
Cita bibliográfica: | Middleton, James A., et al. “Relationships between perceived teacher and peer support on motivation and achievement in high school mathematics”. In: Fernández, Ceneida, et al. (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain, 18-23 of July of 2022. Alicante: PME, 2022. Vol. 3. ISBN 978-84-1302-177-5, pp. 195-202 |
Resumen: | 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. |
URI: | http://hdl.handle.net/10045/126628 |
ISBN: | 978-84-1302-177-5 |
ISSN: | 0771-100X |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/conferenceObject |
Derechos: | © 2022 left to authors |
Revisión científica: | si |
Versión del editor: | https://web.ua.es/pme45/ |
Aparece en las colecciones: | PME 45 - Proceedings - Vol. 3 |
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proceedings-pme-45-vol3-25.pdf | 488,34 kB | Adobe PDF | Abrir Vista previa | |
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