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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.

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  • 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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    Cited by:

    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. Jinpeng Niu & Hui Xu & Jiangtao Yu, 2025. "Identifying multilevel factors on student mathematics performance for Singapore, Korea, Finland, and Denmark in PISA 2022: considering individualistic versus collectivistic cultures," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-12, December.
    3. Liu, Ji & Abdul, Amin & Aziku, Millicent & Chen, Yue, 2024. "Can inquiry-based pedagogy improve math performance? Evidence from 5711 students in Vietnam on the mediating role of math attitude," International Journal of Educational Development, Elsevier, vol. 111(C).
    4. 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).
    5. Mari Fukuda & Tatsushi Fukaya & Takashi Kusumi, 2024. "Differences and Relationships Between Teachers’ Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan," SAGE Open, , vol. 14(3), pages 21582440241, September.

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