title: Does perceived teacher affective support matter for middle school students in mathematics classrooms?
abstract: The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics.
authors.affiliation: Marmara University, Ataturk Faculty of Education, Turkey. gonul.sakiz@marmara.edu.tr
authors.forename: Gonul
authors.initials: G
authors.lastname: Sakiz
authors.forename: Stephen J
authors.initials: SJ
authors.lastname: Pape
authors.forename: Anita Woolfolk
authors.initials: AW
authors.lastname: Hoy
mesh_terms: D000293:Adolescent; D000328:Adult; D005178:Faculty; D005260:Female; D006240:Happiness; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning; D008297:Male; D008433:Mathematics; D009042:Motivation; D010465:Perception; D012574:Schools; D020377:Self Efficacy; D012931:Social Environment; D013334:Students / Q000523:psychology*