出版社：Australian Institutes for Educational Research
摘要：This study explored the extent to which teachers’ instrumental (i.e., tangible aid topromote learning) and appraisal support (i.e., teacher feedback) enhanced students’achievement in mathematics. Participants included 13,950 fifteen-year-old Canadianstudents who participated in the 2012 Programme for International Student Assessment.Based on students’ reports, results from hierarchical regression analyses showed thatinstrumental support and teacher feedback respectively positively and negativelypredicted math achievement. Further, teacher feedback made an additional contributionto math achievement over and above instrumental support. Findings suggest thatdifferent types of teacher support might differ in their efficacy in promoting mathachievement.
