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Assessing the Relashionships of Teacher Affective Support and Student Emotional Support with Intrinsic Motivation and Extrinsic and Academic Amotivation with Mediation of Academic Emotions
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Mahdieh Sadat Nademi    , Alireza Mohammadi Arya * , Fatemeh Khoeini |
| University of Social Welfare & Rehabilitation Sciences , Dr.mohammadiarya@uswr.ac.ir |
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Abstract: (2364 Views) |
Introduction: Teacher affective support, student emotional support, and academic emotions have important effects on a variety of student academic motivational orientations. Since no research has been done in this field, in this study, the relationship between teacher affective support and student emotional support with Intrinsic motivation, Extrinsic and Amotivation with the mediation of academic emotions is assessed.
Methods: This study was a correlational study. The population of this study included of junior high school students (grades 7, 8 & 9) in the year 2020-2021 in Tehran. The study sample consisted of 295 students who participated in the study by available sampling. Teacher affective support, student emotional support, academic motivation and achievement emotions questionnaires were used to collect data. Data collection was performed virtually through a Porsline sub-program due to the COVID-19 prevalence. For data analysis, the path analysis model was used in R software version 4.1.1.
Results: The results showed that teacher affective support and student emotional support with the mediating role of academic emotions had an effect on intrinsic, extrinsic and amotivation. The final model had a good fit and the RMSEA index was less than 0.001 and the model fit index (AGFI <0.9). Teacher affective support and academic emotions had a direct effect on intrinsic motivation, extrinsic and amotivation. Student emotional support had a direct effect on intrinsic motivation and extrinsic, but its relationship with amotivation was not significant and had no effect. Teacher affective support and student emotional support had a direct effect on academic emotions.
Conclusions: Findings showed that teacher affective support, student emotional support and academic emotions have an effect on intrinsic and extrinsic motivation. Therefore, teachers should pay special attention to the emotional support of students and encourage students to support each other emotionally and allow them to express emotions in the classroom to increase their academic motivation. |
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| Keywords: Teacher affective support, Student emotional support, Intrinsic motivation, Extrinsic motivation, Amotivation, Academic emotions. |
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Full-Text [PDF 415 kb]
(806 Downloads)
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Type of Study: Research |
Subject:
General
Received: 2021/11/20 | Accepted: 2022/01/26 | Published: 2022/03/1 | ePublished: 2022/03/1
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