| Abstract [eng] |
Learning mathematics is difficult for many students. Declining student achievements in mathematics encourage scientists to look for the reasons for this problem. The Expectancy-value theory model indicates that students‘ results are determined by both their learning motivation and environmental factors, especially teachers‘ behaviour during the lesson, and the instructional quality. Therefore, the aim of this work is to determine the relationships between the perceived instructional quality (cognitive activation and teachers‘ emotional support) for second-year gymnasium students, their motivational beliefs (expectancies for success, positive and negative valance task values), and their academic achievement in mathematics lessons. This work analyses data from 451 second-year gymnasium students, collected during lessons using the paper-and-pencil method. Statistical analysis showed that perceived cognitive activation and perceived teachers‘ emotional support positively predict students‘ mathematics achievements. Expectancies for success, both positive and negative valance task values partially mediate the relationship between the dimensions of students‘ perceived instructional quality and their mathematics‘ achievements. Therefore, this research showed that both cognitive activation and teachers‘ emotional support are important for students‘ learning motivation and their achievements in mathematics. |
