Pedagogy is also love. The teacher’s compassionate love as a mediator of the link between the mastery of goal structure and middle school students’ motivation in mathematics
- By Kim Adler
- and Maël Virat
Pages 5 to 20
Cite this article
- ADLER, Kim
- and VIRAT, Maël,
- Adler, Kim.
- et al.
- Adler, K.
- and Virat, M.
https://doi.org/10.4000/rfp.11262
Cite this article
- Adler, K.
- and Virat, M.
- Adler, Kim.
- et al.
- ADLER, Kim
- and VIRAT, Maël,
https://doi.org/10.4000/rfp.11262
This research focuses on middle school students’ motivation (mastery goals) and emotional engagement in mathematics. It aims to identify the contribution of two factors that are related to two types of social support (instrumental and emotional): students’ perception of mastery structure and students’ perception of the teacher’s compassionate love. Results obtained from 291 8th grade students indicate that students’ perception of a mastery structure and students’ perception of the mathematics teacher’s compassionate love are associated with higher mastery goals and emotional engagement of students. The perception of compassionate love mediated the relationship between mastery structure on the one hand and mastery goals and emotional engagement on the other. Therefore, to understand the effect of teachers’ pedagogical practices it is important to consider the dimension of emotional support operationalized here as a specific form of love.
- motivation
- adult-child relation
- class management
- mathematics
- classroom climate
Publisher keywords: adult-child relation, class management, classroom climate, mathematics, motivation