Utility value and emotional support of teachers as predictors of student utility value and achievement

References

• Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
   Google Scholar
• Ahmed, W., Minnaert, A., van der Werf, G., & Kuyper, H. (2010). Perceived social support and early adolescents’ achievement: The mediational roles of motivational beliefs and emotions. Journal of Youth and Adolescence, 39(1), 36–46. doi:https://doi.org/10.1007/s10964-008-9367-7
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1997). The nature and structure of self-efficacy. Self-efficacy: The exercise of control. New York: Freeman.
   Google Scholar
• Bong, M. (2001). Between-and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals. Journal of Educational Psychology, 93(1), 23–34. doi:https://doi.org/10.1037/0022-0663.93.1.23
   Web of Science ®Google Scholar
• Bong, M., Kim, S., Reeve, J., Lim, H. J., Lee, W., Ahn, H. S., …Woo, Y. (2012). The Student Motivation in the Learning Environment Scales (SMILES). Unpublished instrument. Retrieved from Korea University, Brain and Motivation Research Institute website: http://bmri.korea.ac.kr/english/research/assessment_scales/list.html?id=assessment
   Google Scholar
• Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34(2), 75. doi:https://doi.org/10.1207/s15326985ep3402_1
   Web of Science ®Google Scholar
• Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen, & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227–268. doi:https://doi.org/10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Durik, A. M., Shechter, O. G., Noh, M., Rozek, C. S., & Harackiewicz, J. M. (2015). What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance. Motivation and Emotion, 39(1), 104–118. doi:https://doi.org/10.1007/s11031-014-9419-0
   Web of Science ®Google Scholar
• Eccles, J. S. (2007). Families, schools, and developing achievement related motivations and engagement. In J. E. Grusec, & P. D. Hastings (Eds.), Handbook of socialization (pp. 665–691). New York, NY: Guilford Press.
   Google Scholar
• Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. M. Lerner, & L. Steinberg (Eds.), Handbook of adolescent psychology (pp. 404–434). Hoboken, NJ: Wiley.
   Google Scholar
• Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215–225.
   Web of Science ®Google Scholar
• Feldlaufer, H., Midgley, C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence, 8(2), 133–156.
   Google Scholar
• Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705–716.
   Web of Science ®Google Scholar
• Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162.
   Web of Science ®Google Scholar
• Gaspard, H., Dicke, A. L., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51(9), 1226–1240.
   PubMed Web of Science ®Google Scholar
• Gniewosz, B., & Noack, P. (2012). What you see is what you get: The role of early adolescents’ perceptions in the intergenerational transmission of academic values. Contemporary Educational Psychology, 37(1), 70–79.
   Web of Science ®Google Scholar
• Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?. Child Development, 76(5), 949–967. doi:https://doi.org/10.1111/j.1467-8624.2005.00889.x
   PubMed Web of Science ®Google Scholar
• Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899–906.
   PubMed Web of Science ®Google Scholar
• Hayduk, L. A. (1987). Structural equation modeling with LISREL: Essentials and advances. Baltimore, MD: Johns Hopkins University Press.
   Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
   Web of Science ®Google Scholar
• Hulleman, C. S., Durik, A. O., Schweigert, S. A., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100(2), 398–416.
   Web of Science ®Google Scholar
• Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880–895.
   Web of Science ®Google Scholar
• Ito, A. (2011). Enhancing school connectedness in Japan: The role of homeroom teachers in establishing a positive classroom climate. Asian Journal of Counselling, 18(1 & 2), 41–62.
   Google Scholar
• Jacobs, J. E., & Eccles, J. S. (2000). Parents, task values, and real-life achievement-related choices. In C. Sansone, & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 405–439). San Diego, CA: Academic Press.
   Google Scholar
• Jiang, Y., Bong, M., & Kim, S. (2015). Conformity of Korean adolescents in their perceptions of social relationships and academic motivation. Learning and Individual Differences, 40, 41–54.
   Web of Science ®Google Scholar
• Lee, J., Bong, M., & Kim, S. (2014). Interaction between task values and self-efficacy on maladaptive achievement strategy use. Educational Psychology, 34(5), 538–560.
   Web of Science ®Google Scholar
• Lee, B., & Jeung, A. (2006). A study on the expectation from middle school students about the role model of classroom teachers. Journal of Korean Educational Forum, 5(1), 91–115.
   Google Scholar
• Lee, W., Lee, M., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39(2), 86–99.
   Web of Science ®Google Scholar
• Macho, S., & Ledermann, T. (2011). Estimating, testing, and comparing specific effects in structural equation models: The phantom model approach. Psychological Methods, 16(1), 34–43.
   PubMed Web of Science ®Google Scholar
• Malecki, C. K., & Demaray, M. K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18(3), 231–252.
   Web of Science ®Google Scholar
• Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57(1), 487–503.
   PubMed Web of Science ®Google Scholar
• Midgley, C., & Feldlaufer, H. (1987). Students’ and teachers’ decision-making fit before and after the transition to junior high school. Journal of Early Adolescence, 7(2), 225–241.
   Google Scholar
• Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98.
   Web of Science ®Google Scholar
• Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315–329.
   Web of Science ®Google Scholar
• Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children’s perceptions. Journal of Personality and Social Psychology, 50(3), 550–558.
   Web of Science ®Google Scholar
• Shin, D. D., Lee, M., Ha, J. E., Park, J. H., Ahn, H. S., Son, E., … Bong, M. (2019). Science for all: Boosting the science motivation of elementary school students with utility value intervention. Learning and Instruction, 60, 104–116. doi:https://doi.org/10.1016/j.learninstruc.2018.12.003
   Web of Science ®Google Scholar
• Shin, H., & Ryan, A. M. (2017). Friend influence on early adolescent disruptive behavior in the classroom: Teacher emotional support matters. Developmental Psychology, 53(1), 114–125.
   PubMed Web of Science ®Google Scholar
• Tennant, J. E., Demaray, M. K., Malecki, C. K., Terry, M. N., Clary, M., & Elzinga, N. (2015). Students’ ratings of teacher support and academic and social-emotional well-being. School Psychology Quarterly, 30(4), 494–512.
   PubMed Web of Science ®Google Scholar
• Urdan, T. (2004). Using multiple methods to assess students’ perceptions of classroom goal structures. European Psychologist, 9(4), 222–231. doi:https://doi.org/10.1027/1016-9040.9.4.222
   Web of Science ®Google Scholar
• Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287–301. doi:https://doi.org/10.1111/1467-8624.00406
   PubMed Web of Science ®Google Scholar
• Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
   PubMed Web of Science ®Google Scholar
• Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). The development of children’s motivation in school contexts. Review of Research in Education, 23, 73–118.
   Web of Science ®Google Scholar
• Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37(1), 215–246.
   Web of Science ®Google Scholar