The relationship between teacher autonomy support and student mathematics achievement: a 3-year longitudinal study

IF 3.6 2区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychology Pub Date : 2023-03-16 DOI:10.1080/01443410.2023.2190064

Dingmeng Fu, Yue Liu, Danhui Zhang

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引用次数: 1

Abstract

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.

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教师自主支持与学生数学成绩的关系：一项为期3年的纵向研究

根据自主性理论，教师自主支持是激励学生学习的有效途径。有必要进行纵向研究，以澄清学生对教师自主支持的感知与学生数学成绩之间的关系。本研究采用纵向调查的方法，对中国小学教师自主支持对学生数学成绩的影响进行了为期三年的调查。采用结构方程模型，探讨自主支持教学对学生数学成绩的复杂影响机制。结果表明，教师的自主支持能够满足学生的心理需求，从而增强学生的学习动机，最终与学生的数学成绩呈正相关。值得注意的是，学生对自主性和内在动机的心理需求的满足既有直接影响，也有滞后影响。这些发现对数学教学具有一定的理论和实践意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychology Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.