Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms
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The Ohio State University / OhioLINK
2007
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1179794983 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu11797949832021-08-03T05:52:04Z Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms Sakiz, Gonul Teacher Affective Support Sense of Belonging Academic Enjoyment Academic Hopelessness Academic Self-efficacy Academic Effort Early Adolescence Psychosocial Learning Environments Structural Equation Modeling Motivation Mathematics Classrooms The purpose of this study was to explore the relationship among perceived teacher affective support, sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. The targeted relationships were examined through the test of a hypothesized structural model. Three urban and two suburban middle schools located in a Midwestern city participated in the study. Three hundred and seventeen seventh- and eighth-grade students taught by 10 mathematics teachers responded to a 55-item Likert-type self-report questionnaire. Findings were reported based on the reduced structural model. The results showed that perceived teacher affective support was significantly related to early adolescents’ sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy beliefs, and academic effort outcomes. Overall, the model explained 48% of the variances in both sense of belonging and academic enjoyment, 43%, 34%, and 17% of the variances in academic self-efficacy, academic effort, and academic hopelessness, respectively. The implications for future research along with the limitations of the present study were discussed. 2007-06-22 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1179794983 http://rave.ohiolink.edu/etdc/view?acc_num=osu1179794983 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
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NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Teacher Affective Support Sense of Belonging Academic Enjoyment Academic Hopelessness Academic Self-efficacy Academic Effort Early Adolescence Psychosocial Learning Environments Structural Equation Modeling Motivation Mathematics Classrooms |
| spellingShingle |
Teacher Affective Support Sense of Belonging Academic Enjoyment Academic Hopelessness Academic Self-efficacy Academic Effort Early Adolescence Psychosocial Learning Environments Structural Equation Modeling Motivation Mathematics Classrooms Sakiz, Gonul Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms |
| author |
Sakiz, Gonul |
| author_facet |
Sakiz, Gonul |
| author_sort |
Sakiz, Gonul |
| title |
Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms |
| title_short |
Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms |
| title_full |
Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms |
| title_fullStr |
Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms |
| title_full_unstemmed |
Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms |
| title_sort |
does teacher affective support matter? an investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2007 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1179794983 |
| work_keys_str_mv |
AT sakizgonul doesteacheraffectivesupportmatteraninvestigationoftherelationshipamongperceivedteacheraffectivesupportsenseofbelongingacademicemotionsacademicselfefficacybeliefsandacademiceffortinmiddleschoolmathematicsclassrooms |
| _version_ |
1719426843955691520 |