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Teacher support, instructional practices, student motivation, and mathematics achievement in high school

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  • Rongrong Yu
  • Kusum Singh

Abstract

The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results indicate that conceptual teaching positively affected student mathematics achievement, whereas procedural emphasis in mathematics instruction had a negative effect. Teacher support influenced student mathematics achievement indirectly through students' mathematics self-efficacy, and also influenced students' interest in mathematics courses. Finally, students with higher levels of family socioeconomic status and prior achievement were more likely to have teachers who use conceptual teaching strategies. Students with higher prior achievement were also more likely to perceive higher levels of teacher support. The findings have theoretical and practical implications.

Suggested Citation

  • Rongrong Yu & Kusum Singh, 2018. "Teacher support, instructional practices, student motivation, and mathematics achievement in high school," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(1), pages 81-94, January.
    • Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:81-94
    DOI: 10.1080/00220671.2016.1204260
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    References listed on IDEAS

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    1. Geiser, Saul & Maria Veronica Santelices, 2007. "Validity Of High-School Grades In Predicting Student Success Beyond The Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes," University of California at Berkeley, Center for Studies in Higher Education qt7306z0zf, Center for Studies in Higher Education, UC Berkeley.
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    1. Gan, Yan & Peng, Juan, 2024. "Effects of teacher support on math engagement among Chinese college students: A mediated moderation model of math self-efficacy and intrinsic value," Children and Youth Services Review, Elsevier, vol. 156(C).
    2. Lee, Se Woong & Lee, Eunjung Alice, 2020. "Teacher qualification matters: The association between cumulative teacher qualification and students’ educational attainment," International Journal of Educational Development, Elsevier, vol. 77(C).

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