Abstract
Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which – in turn – was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students’ interest in elementary school.
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