Relations among classroom context, student motivation, and mathematics literacy: a social cognitive perspective
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Relations among classroom context, student motivation, and mathematics literacy: a social cognitive perspective Anastasia Kitsantas 1 & Timothy J. Cleary 2 & Aubrey Whitehead 3 & Jehanzeb Cheema 4 Received: 30 March 2020 / Accepted: 14 October 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract
The purpose of the present study was to (a) determine relationships among teacher contextual variables including support and cognitive activation, student motivational beliefs, engagement, and mathematics literacy and (b) to examine whether different types of motivational and behavioral engagement variables act as viable mediators between the classroom context and student mathematics literacy. Data were extracted from the 2012 PISA, with a sample of N = 4978 students. Using structural equation modeling, the results indicated that students’ perceptions of teacher support had a positive effect on their motivational beliefs, behaviors, and mathematics literacy. In particular, perceived teacher cognitive activation had a positive direct effect and an indirect effect through student selfefficacy beliefs, and persistence on mathematics achievement. In addition, self-efficacy resulted in significant paths on their intention to pursue careers in mathematics and work ethic, but a negative path was found between work ethic and mathematics achievement. Implications for educational practice and future research directions are also discussed. Keywords Teacher support . Self-efficacy . Mathematics literacy . Persistence . Work ethic Literacy in middle school and high school, particularly in the area of mathematics, has been a topic of interest among researchers for the past few decades. Of particular interest has been the types of student-related variables (e.g., academic skills, motivation, and self-regulated learning (SRL); Cleary and Kitsantas 2017; Kitsantas et al. 2011), and contextual or classroom-related variables (e.g., quality of instruction, classroom management, and teacher affective support;
* Anastasia Kitsantas [email protected]
1
Program in Educational Psychology, George Mason University, Fairfax, VA, USA
2
Rutgers, The State University of New Jersey, New Brunswick, NJ, USA
3
The College of Wooster, Wooster, OH, USA
4
School of Business, George Mason University, Fairfax, VA, USA
Kitsantas A. et al.
Patrick et al. 2007; Sakiz et al. 2012; Wentzel et al. 2017) that are most influential on student success. Students tend to be most successful when they possess adaptive motivational beliefs (e.g., self-efficacy, task values, goal orientation), display a strong work ethic, and are able to sustain effort in the face of a challenge or failure (Kitsantas 2002). Regarding classroom-based supports, researchers have demonstrated that when teachers provide emotional and academic supports for students, such as giving help and assistance, clarifying expectations, and promoting student safety and well-being, students are more likely to exhibit higher levels of engagement and literacy in school (S
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