Classroom transmission processes between teacher support, interest value and negative affect: An investigation guided by situated expectancy-value theory and control-value theory

Abstract Are motivated students less likely to express negative achievement emotions in math, and how do teachers impact such academic beliefs? Guided by the situated expectancy-value theory control-value theory, this study is interested teacher support influences students’ affect math through perception of interest value (teacher-to-student transmission between within classes). Thus, associations were modeled at individual classroom levels investigate cross-level interactions. Using data from 1,429 grades 7–12 (49% males, 67% Hispanic Americans, 15% Asian 18% other racial/ethnic groups), indirect effects suggested an association teacher-reported for collaboration cognitive with decreasing value. These supported but not classes.