The Role of Perception of Support in the Classroom on the Students' Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes.

Ruben Trigueros,Adolfo J Cangas,Jerónimo J González,José M Aguilar-Parra,Remedios Lopez-Liria,Joaquín F Álvarez

doi:10.3389/fpsyg.2019.02794

Ruben Trigueros, Adolfo J Cangas + Show 4 more

Open Access

https://doi.org/10.3389/fpsyg.2019.02794

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Abstract

According to various studies and the Cambridge University Student Barometer, Spanish students have the worst academic results in mathematics and English among the European Union countries. The objective of this study has been to analyze the influence of the teacher on motivation, positive emotions, metacognition strategies, and the academic performance of the students in those classes. We analyzed responses from 604 students of English and 547 students of mathematics, aged between 13 and 19 years. The teacher plays a relevant role in the motivation and emotions generated in the students, issues that determine decision making in the students’ learning and academic performance.

Highlights

School failure in the secondary education stage is mainly due to the low motivation of students due to the lack of response of the educational establishment to the interests of the students (Cerda et al, 2016; Sánchez, 2016)
After the Pearson correlation analysis was conducted in both studies [math students (Table 2) and English students (Table 1)], it was observed how psychological control related positively with PN thwarting and negatively for perceived autonomy support, PN satisfaction, positive emotions, academic motivation, metacognition strategy, and academic performance
The present study analyzes the areas of math and English – how the students’ perception of the interpersonal teaching style affects the PNs, positive emotions, academic motivation, use of metacognition strategies, and academic performance, that is to say, how the teacher’s role can influence the students in terms of offering them autonomy support rather than psychological control, with regard to PN frustration or satisfaction as well as its effects on academic motivation and positive emotions

Summary

Introduction

School failure in the secondary education stage is mainly due to the low motivation of students due to the lack of response of the educational establishment to the interests of the students (Cerda et al, 2016; Sánchez, 2016). On the other hand, according to the 2017 Cambridge University Student Barometer, the English level for Spanish adolescents is well below countries such as Denmark, Germany, France, or Italy, occupying 21st place (out of 27) in Europe (Education First, 2018) These educational levels have highlighted the marked deficiencies present in the Spanish educational system, which is sometimes unable to motivate and enthuse students toward their own learning. In this sense, teachers play a key role in promoting the students’ interest in learning and achieving academic goals (Oriol-Granado et al, 2017). It is necessary to analyze the emotional and motivational processes inherent to the students toward math and English classes as well as the influence on learning strategies and academic achievement

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