Less direct than you thought : Do teachers transmit math value to students through their cognitive support for understanding?

Journal article

Dicke, Anna-Lena, Rubach, Charlott, Safavian, Nayssan, Karabenick, Stuart A. and Eccles, Jacquelynne S.. (2021). Less direct than you thought : Do teachers transmit math value to students through their cognitive support for understanding? Learning and Instruction. 76, p. 101521. https://doi.org/10.1016/j.learninstruc.2021.101521
AuthorsDicke, Anna-Lena, Rubach, Charlott, Safavian, Nayssan, Karabenick, Stuart A. and Eccles, Jacquelynne S.
Abstract

Students' valuing of subject domains is an important contributor to students' educational success. As one avenue to foster students' valuing, social-cognitive motivational theories suggest that teachers might transmit their value beliefs to students through their instructional strategies. Accordingly, the current study examined the transmission of teacher's math value to students' math value via the content-related instructional strategy of cognitive support as reported by teachers and students. Using a longitudinal dataset of 1429 students (51% males, 68% Hispanic) and their 26 teachers (48% female), manifest-latent multilevel regression analyses showed some indication that teacher's endorsement of math valuing for their students, but not their personal value beliefs, might be associated indirectly with class average students' interest value through teacher's provision of cognitive support. Furthermore, teacher's reported cognitive support was related to the class average of students' value beliefs through class average students' perceptions of cognitive support, highlighting the importance of students' perceptions.

Keywordsteacher-student transmission; mathematics; instructional strategies; value beliefs
Year2021
JournalLearning and Instruction
Journal citation76, p. 101521
PublisherElsevier Ltd
ISSN0959-4752
Digital Object Identifier (DOI)https://doi.org/10.1016/j.learninstruc.2021.101521
Scopus EID2-s2.0-85111482876
Research or scholarlyResearch
Page range1-11
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online26 Jul 2021
Publication process dates
Accepted05 Jul 2021
Deposited20 Dec 2021
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