Teacher Enthusiasm, Supportive Instructional Practices, and Student Motivation in Mathematics Classrooms

This longitudinal study examined the relations between teacher enthusiasm, supportive instructional practices, and students’ mastery goal orientation behavioral engagement in mathematics. All variables were assessed by means of student reports. A total 751 9th 10th grade secondary school students from 46 mathematics classrooms presented with questionnaires at beginning (Time 1) middle year 2). Structural equation analyses revealed that student-perceived enthusiasm Time 1 predicted support for autonomy, competence, social relatedness, subject matter relevance 2. Student-perceived autonomy relatedness 2) related to their Moreover, indirectly via The findings contribute research aimed identifying characteristics processes promote motivation.