文章基本信息

标题：Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses
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作者：Roger A. Federici ; Einar M. Skaalvik
期刊名称：International Education Studies
印刷版ISSN：1913-9020
电子版ISSN：1913-9039
出版年度：2013
卷号：7
期号：1
页码：21
DOI：10.5539/ies.v7n1p21
语种：English
出版社：Canadian Center of Science and Education
摘要：We explored whether students’ perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students’ perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at providing both emotional and instrumental support.