gender; teacher support; math career expectations; self-concept
Abstract :
[en] Drawing on the expectancy-value theory, the three basic dimensions of instructional quality and the self-determination theory, this study examines the relation between teacher support, motivational variables, course enrollment and career expectations in the domain of math. Gender differences are also investigated.
Teacher support is seen as the fulfilment of the need of relatedness which is defined by the affective and academic quality of the teacher-student relationship.
Disciplines :
Education & instruction
Author, co-author :
Jaegers, Doriane ; Université de Liège > Département des Sciences de l'éducation > Analyse des systèmes et pratiques d'enseignement
Lafontaine, Dominique ; Université de Liège > Département des Sciences de l'éducation > Analyse des systèmes et pratiques d'enseignement
Language :
English
Title :
Girls and Math Careers Expectations: Influence of Teacher Support and Motivational Variables
Publication date :
July 2016
Event name :
3rd Network Gender & STEM conference
Event place :
Newcastle upon Tyne, United Kingdom
Event date :
21-23 july 2016
Audience :
International
Funders :
F.R.S.-FNRS - Fonds de la Recherche Scientifique [BE]
