The impact of teacher emotional support on student motivation

The role of emotional teacher support in motivating students

Explain The Research Methodology That Was Used In The Study.

Discuss Social Factors That Influence People Or Groups To Conform To The Actions Of Others.

Indicate How Behaviors And Motivation Are Impacted By The Presence Of Others.

According to Ruzek et al., (2016) students get motivated when their teachers emotionally support them. This paper stated that multilevel mediation analysis test was performed to check whether the student’s midyear reports of experiences in the classroom which are associated with autonomy, competence mediated associations and relatedness with peers in the school years. Motivation of a student can come from various points in his or her academic life. According to various research studies based on the field of psychology, it has been found that students gets motivated when they receive recognition for their good performances. This paper will discuss the fact that students get motivated by getting emotional support from their teachers.

According to the authors, the students were observed to be more motivated when an emotional support from their teachers were observed. Teachers were observed to be more supportive from an emotional point which was further associated with a better academic performance of the student along with a strong motivation (Wentzel, 2016). This point is justified since it has been noticed that students gets motivated after they get an emotional support from their teachers while they are in their academic life (Ruzek et al., 2016). This paper also identified the fact that mid-year students reported that the use of an emotionally supportive classroom during their adolescent stage helped them experience more developmental opportunities for their performance. This article also found that emotional support engages and motivates the student in a twofold process (Wentzel et al., 2016). Self-determination theory helps the students to improvement their engagement skills and motivates them. The pair objective observations of the students in classroom have been noticed to become engaged in students while inside the classroom. The students who were emotionally supported by their teachers in their classrooms shared motivationally salient experiences. This article also allowed the teachers to choose the time to record their instructions (Wubbels et al., 2016). This process helped in understanding the motivating factors for the students while they are in their academic life. These study methods helped the authors to identify the engagement of teachers and adolescent students who are more emotionally supported. The peer experiences and autonomy which shows the association between student’s changing engagement and motivation. According to various research studies based on the field of psychology, it has been found that students gets motivated when they receive recognition for their good performances.

Thus, after reading the whole paper, it can be stated that their teachers in classroom emotionally support students. This factor acts as a motivating factor for the students in their academic life. This condition also improves the students overall academic performance and mediating roles 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 teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and instruction, 42, 95-103.

Wentzel, K. R. (2016). Teacher-student relationships. Handbook of motivation at school, 211-230.

Wentzel, K. R., Russell, S., & Baker, S. (2016). Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school. Journal of Educational Psychology, 108(2), 242.

Wubbels, T., Brekelmans, M., & Mainhard, T. (2016). Teacher–student relationships and student achievement. In Handbook of social influences in school contexts (pp. 137-152). Routledge.