Abstract
Using PISA 2012 data, we conducted multilevel modeling analyses to explore how student–teacher relationships (STRs) affected mathematics motivation across EU countries. We compared this relationship across high and low achievers and explored how sex, economic, social, and cultural status (ESCS), ability grouping, class size, and teacher intentions moderated this relationship. Results show that positive STR was associated with higher motivation. High-ability students, boys, and high ESCS students had higher motivation, but we found no statistically significant interactions between STR and low or high ability. Class size, ability grouping, and teacher intentions had no statistically significant effects on mathematics motivation. Overall, our findings suggest that positive perceptions of STR can positively impact student motivation in mathematics and that this effect is consistent across different demographic groups. Thus, general trends around STR and motivation also apply to high-achieving populations.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
