Describe the research methods used in the study.
Discuss the social factors that influence people and groups to follow the actions of others.
Shows how behavior and motivation are influenced by the presence of others.
According to Ruzek et al. (2016), students are more motivated when teachers provide emotional support. In this paper, a multilevel mediation analysis test was conducted to examine whether mid-grade students report classroom experiences related to grade level autonomy, skill-mediated connections, and peer relationships. It is stated that it was done. Student motivation can arise at different points in their academic lives. Various research studies in the field of psychology have shown that students become more motivated when they are recognized for their good performance. This article discusses the fact that students are more motivated when they receive emotional support from their teachers.
According to the authors, students were more motivated when they felt emotional support from their teachers. Teachers have been observed to be more supportive from an emotional standpoint, which is also associated with improved academic performance and stronger motivation for students (Wentzel, 2016). This point is justified. This is because students are known to be more motivated when they receive emotional support from their teachers during their studies (Ruzek et al., 2016). The article also noted the fact that middle school students report having access to emotionally supportive classrooms during their teenage years, which increases their chances of improving their performance. This article also found that emotional support engages and motivates students in her two-pronged process (Wentzel et al., 2016).
Self-determination theory helps students improve their engagement skills and motivate them. Her two objective observations of students in the classroom showed that she began to engage with students within the classroom as well. Students who received emotional support from their teachers in the classroom shared great motivational experiences. This article also allowed teachers to choose when to record their instructions (Wubbels et al., 2016). This process helped me understand the motivational factors of students in their student life. These research methods helped the authors determine the involvement of teachers and adolescent students receiving greater emotional support. Classmate experience and autonomy demonstrate a relationship between changes in engagement and student motivation. Various studies in the field of psychology have shown that students are more motivated when they are recognized for their good performance.
Therefore, if you read the entire article, you will see that teachers provide emotional support to students during lessons. This factor acts as a motivational factor in students’ academic life. This condition also improves students’ overall academic performance and mediates the role of perceived peer relatedness and autonomy support.
References
Ruzek, E. A., Hafen, C.A., Allen, J.P., Gregory, A., Mikami, A.Y., & Pianta, R.C. (2016). How teachers’ emotional support motivates students: The mediating role of perceived peer relationships, autonomy support, and competence. Learning and Teaching, 42, 95-103.
Wentzel, K.R. (2016). relationship between teacher and student. Handbook of Motivation in Schools, 211-230.
Wentzel, K.R., Russell, S., Baker, S. (2016). Emotional support and expectations from parents, teachers, and classmates determine a young person’s academic performance. Journal of Educational Psychology, 108(2), 242.
Wubbels, T., Brekelmans, M., and Mainhard, T. (2016). Teacher-student relationships and student achievement. Handbook of social influence in schools (pp. 137-152). Routledge.
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