Publication:
Perceived teacher affective support in relation to emotional and motivational variables in elementary school science classrooms in Turkey

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dc.contributor.authorSAKIZ, GÖNÜL
dc.contributor.authorsSakiz, Gonul
dc.date.accessioned2022-03-12T20:30:59Z
dc.date.available2022-03-12T20:30:59Z
dc.date.issued2017
dc.description.abstractBackground: In recent research, affective learning environments and affective support have been receiving increasing attention for their roles in stimulating students' learning outcomes. Despite its raising importance, little is known about affective support in educational contexts in developing countries. Moreover, international student assessment programmes (e.g. PISA and TIMSS) reveal poor science proficiency of students in most of those countries, which provokes the question of how to make positive changes in students' perspectives and attitudes in science.Purpose: In the current study, the purpose was to investigate the relations among perceived teacher affective support (PTAS), academic emotions (academic enjoyment, academic anxiety, and academic hopelessness), academic self-efficacy and behavioural engagement in elementary school science classrooms in Turkey.Sample: A total of 633 fourth- and fifth-grade students in eight elementary schools in Istanbul, Turkey were participated in the study.Design and methods: A self-report questionnaire was administered to participating students. The data were analysed using structural equation modelling.Results: Findings showed that PTAS was both directly and indirectly related to the given variables. PTAS was found to be significantly positively associated with students' academic enjoyment, academic self-efficacy and behavioural engagement and significantly negatively related to their academic anxiety and academic hopelessness in science classrooms. An important finding is that the total effect of PTAS on behavioural engagement, a factor strongly associated with academic success in all disciplines, was as strong as the effect of students' perceived academic self-efficacy beliefs in science.Conclusions: Findings suggest that PTAS may help promoting positive emotions and motivation among students in science classrooms, eventually leading to more desirable attitudes and achievement outcomes in science. Teacher affective support deserves greater recognition from researchers, educational policy-makers, administrators and teachers to build better learning conditions for all students.
dc.identifier.doi10.1080/02635143.2017.1278683
dc.identifier.eissn1470-1138
dc.identifier.issn0263-5143
dc.identifier.urihttps://hdl.handle.net/11424/234235
dc.identifier.wosWOS:000394440400007
dc.language.isoeng
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartofRESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectPerceived teacher affective support
dc.subjectacademic emotions
dc.subjectacademic self-efficacy
dc.subjectbehavioural engagement
dc.subjectscience classrooms
dc.subjectSELF-EFFICACY BELIEFS
dc.subjectSTUDENTS ATTITUDES
dc.subjectACADEMIC EMOTIONS
dc.subjectACHIEVEMENT EMOTIONS
dc.subjectSOCIAL SUPPORT
dc.subjectMATHEMATICS
dc.subjectENGAGEMENT
dc.subjectIMPACT
dc.subjectENJOYMENT
dc.subjectBEHAVIOR
dc.titlePerceived teacher affective support in relation to emotional and motivational variables in elementary school science classrooms in Turkey
dc.typearticle
dspace.entity.typePublication
local.avesis.idfb7e2dfe-0ab9-4b99-952d-a43ad7a19cb8
local.import.packageSS17
local.indexed.atWOS
local.indexed.atSCOPUS
local.journal.numberofpages22
local.journal.quartileQ4
oaire.citation.endPage129
oaire.citation.issue1
oaire.citation.startPage108
oaire.citation.titleRESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION
oaire.citation.volume35
relation.isAuthorOfPublicatione7a388b7-7e32-4bdf-bc36-c6d7fd10bf9c
relation.isAuthorOfPublication.latestForDiscoverye7a388b7-7e32-4bdf-bc36-c6d7fd10bf9c

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