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ERIC Number: EJ1262049
Record Type: Journal
Publication Date: 2020-Sep
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
EISSN: N/A
The Impact of Perceived Teachers' Autonomy Support on Students' Mathematics Achievement: Evidences Based on Latent Growth Curve Modelling
Wei, Dan; Zhang, Danhui; He, Jingwen; Bobis, Janette
European Journal of Psychology of Education, v35 n3 p703-725 Sep 2020
According to the self-determination theory, autonomy-supportive teaching is considered an effective approach to motivate students to learn. The present study investigates the effect of students' perceived autonomy support on math achievement over time, i.e. from grades 4 to 6, using a longitudinal survey administered in Chinese elementary schools. A total of 1624 participants were assessed over four waves. Autonomy need satisfaction and classroom engagement were included as predictors of achievement growth. Latent growth curve modelling (LGCM) indicated that perceived autonomy support accounted for more variance in mathematics achievement among 4th- and 5th-grade students than it did for 6th-grade students. Furthermore, student autonomy need satisfaction positively predicted the growth rate of their achievement, while behavioural engagement significantly and positively predicted both the growth rate and the average initial level of mathematics achievement.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A