Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Kaja Mädamürk, Jüri Kurvits
Tallinn University
⬇ Download PDFPerceived teachers’ emotional support can have a significant role in students' learning motivation and achievement. The aim of the current study is to better understand the interplay between mathematics teachers’ emotional support and students’ motivation and how both emotional support and motivation relate to achievement. The sample includes 4192 Estonian students (15-year-olds, 50% female) who filled in a questionnaire regarding perceived emotional support and mathematics motivation, and a few weeks later took the national mathematics exam. The results indicated that perceived emotional support did not predict mathematics exam results directly; however, it did predict the exam results indirectly through self-efficacy, task persistence, fixed mindset, and anxiety.
Emotional supportlearning motivationfixed mindsetmathematics anxiety