Marušić, Iris (2007) Teacher support and students’ perception of school subjects. In: Book of selected proceedings: 15th Psychology Days in Zadar, [25 - 27 May 2006.]. University of Zadar, Zadar, pp. 233-246. ISBN 978-953-7237-21-9
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The purpose of this study was to examine the relations of perceived teacher support and subject-specific motivation as reflected in subject values. Expectancy – value theory by Eccles et al. (Eccles, 2005) served as a conceptual framework for assessing subject-specific motivation. Following value dimensions were assessed for each of the compulsory subjects: interestingness as a measure of intrinsic motivation, current usefulness and importance for future life as indicators of extrinsic or utility value, and comprehensibility and difficulty as indicators of task difficulty. A measure of overall teacher support was used, demonstrating high reliability and one-dimensional factor structure in this research. The study was carried out on a representative sample of elementary school students. The sample consisted of 2674 pupils, 1322 girls and 1345 boys whose average age was 14. Results reveal modest positive relations between assessments of subject values and perceived overall teacher support, mostly ranging from .10 to .20. The assessments of specific values of Croatian language and chemistry demonstrated highest correlations with perceived teacher support, while the assessments of physical education and foreign language were the least related with students' perceptions of teacher support.
| Item Type: | Book Section |
|---|---|
| Additional Information: | Language: English. |
| Uncontrolled Keywords: | Teacher support, students' perception, school subjects |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology |
| Depositing User: | Karolina |
| Date Deposited: | 30 Dec 2015 12:03 |
| Last Modified: | 30 Dec 2015 12:03 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/436 |
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