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dc.contributor.advisorWigfield, Allanen_US
dc.contributor.authorMason-Singh, Amanda Marieen_US
dc.date.accessioned2016-09-08T05:31:37Z
dc.date.available2016-09-08T05:31:37Z
dc.date.issued2016en_US
dc.identifierhttps://doi.org/10.13016/M20223
dc.identifier.urihttp://hdl.handle.net/1903/18681
dc.description.abstractIn this study, relations among students’ perceptions of instrumental help/support from their teachers and their reading and math ability beliefs, subjective task values, and academic grades, were explored from elementary through high school. These relations were examined in an overall sample of 1,062 students from the Childhood and Beyond (CAB) study dataset, a cohort-sequential study that followed students from elementary to high school and beyond. Multi-group structural equation model (SEM) analyses were used to explore these relations in adjacent grade pairs (e.g., second grade to third grade) in elementary school and from middle school through high school separately for males and females. In addition, multi-group latent growth curve (LGC) analyses were used to explore the associations among change in the variables of interest from middle school through high school separately for males and females. The results showed that students’ perceptions of instrumental help from teachers significantly positively predicted: (a) students’ math ability beliefs and reading and math task values in elementary school within the same grade for both girls and boys, and (b) students’ reading and math ability beliefs, reading and math task values, and GPA in middle and high school within the same grade for both girls and boys. Overall, students’ perceptions of instrumental help from teachers more consistently predicted ability beliefs and task values in the academic domain of math than in the academic domain of reading. Although there were some statistically significant differences in the models for girls and boys, the direction and strength of the relations in the models were generally similar for both girls and boys. The implications for these findings and suggestions for future research are discussed.en_US
dc.language.isoenen_US
dc.titleSTUDENTS’ PERCEPTIONS OF TEACHER INSTRUMENTAL SUPPORT AS A PREDICTOR OF MOTIVATION IN READING AND MATH AND ACHIEVEMENT FROM SECOND THROUGH TWELFTH GRADEen_US
dc.typeDissertationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentHuman Developmenten_US
dc.subject.pqcontrolledEducational psychologyen_US
dc.subject.pqcontrolledDevelopmental psychologyen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pquncontrolledAcademic achievementen_US
dc.subject.pquncontrolledacademic motivationen_US
dc.subject.pquncontrolledexpectancy value theoryen_US
dc.subject.pquncontrolledinstrumental helpen_US
dc.subject.pquncontrolledinstrumental supporten_US
dc.subject.pquncontrolledstudent perceptions of teachersen_US


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