How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.
How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.
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DOI：
10.1016/j.learninstruc.2016.01.004
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发表时间：
2016-04
影响因子：
6.2
通讯作者：
Pianta RC
中科院分区：
文献类型：
--
作者：
Ruzek EA;Hafen CA;Allen JP;Gregory A;Mikami AY;Pianta RC
多水平中介分析检验了学生年中报告的自主性、与同伴的关系和能力的课堂经验是否在学年初期情感支持性师生互动(独立观察)与学生报告的掌握动机和行为投入的学年变化之间起中介作用。当观察到教师在学年开始时更有情感支持时，青少年报告说，他们在学年的行为投入和掌握动机方面有所增加。年中学生报告表明，在情感支持的课堂上，青少年在日常活动中经历了更多适合发展的机会来行使自主性，并与同龄人建立了更积极的关系。对教师情绪支持对学生敬业度和动机的间接影响分析表明，在美国12所学校的68名初中和高中教师的960名学生(11-17岁)中，自主性和同伴关系经验对学生的参与度和动机有显著的中介作用，但能力信念没有中介作用。
Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.