| Popis: |
The purpose of this study was to explore the relationship among perceived teacher affective support, sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. The targeted relationships were examined through the test of a hypothesized structural model. Three urban and two suburban middle schools located in a Midwestern city participated in the study. Three hundred and seventeen seventh- and eighth-grade students taught by 10 mathematics teachers responded to a 55-item Likert-type self-report questionnaire. Findings were reported based on the reduced structural model. The results showed that perceived teacher affective support was significantly related to early adolescents’ sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy beliefs, and academic effort outcomes. Overall, the model explained 48% of the variances in both sense of belonging and academic enjoyment, 43%, 34%, and 17% of the variances in academic self-efficacy, academic effort, and academic hopelessness, respectively. The implications for future research along with the limitations of the present study were discussed. |
