期刊名称：Psicología Educativa: Revista de los Psicólogos de la Educación
印刷版ISSN：1135-755X
电子版ISSN：2174-0526
出版年度：2020
卷号：27
期号：1
页码：67-76
DOI：10.5093/psed2020a18
出版社：Colegio Oficial de Psicólogos de Madrid
摘要：The purpose of this study was to examine the relationship between teaching quality and students’ expectancy-value motivation, effort-regulation, future interest, and connection frequency in mathematics in 1,113 high school students. Data were analyzed using multilevel structural equation modeling, and findings showed support for the hypotheses tested. First, we found that teaching quality – specifically, teaching for relevance, acknowledge negative feelings, participation encouragement, using a non-controlling language, provide optimal challenge, focus on the process, structure the class, provide positive feedback, and caring – predicted students’ expectancy-value motivation. Second, students’ connection frequency, effort, and future interest in math were predicted, at individual and class level, by students’ task-expectancy motivation. Third, students’ connection frequency, effort, and future interest were predicted, at individual and class level, by their task-value in math. Finally, findings were discussed in terms of their applications for educational practice and methodological suggestions for future research.
