| Abstract [eng] |
The relationship between first-year secondary school students motivational beliefs, teacher's emotional support in mathematics lessons and mathematics achievement, Ingrida Nemanienė, Vilnius, Vilnius University, 2026, pp. 52 This study examined links between first-year gymnasium students’ motivational beliefs, teacher emotional support in mathematics lessons, and mathematics achievement. The sample included 462 students from various Lithuanian schools. Motivational beliefs were assessed through expectancy for success, intrinsic, utility and attainment value, and effort, opportunity, emotional and ego cost. Teacher emotional support was measured using student questionnaire responses, while mathematics achievement was assessed by semester grades. Descriptive statistics, Student’s t-test, Pearson correlations and multiple regression were used. Results showed that higher mathematics achievement was associated with stronger expectancy for success and more favourable perceived mathematics value, whereas lower achievement was related to higher effort, opportunity and emotional cost. Spring achievement was significantly predicted by autumn achievement, expectancy for success and ego cost. Teacher emotional support was associated with more favourable motivational beliefs, but it was not an independent predictor of spring semester mathematics achievement. |
