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The role of motivation between perceived teacher support and student engagement in science class

Authors:	Yasemin Tas Münevver Suba?? Sündüs Yerdelen

Institution:	1. Kazim Karabekir Faculty of Education, Department of Mathematics and Science Education, Ataturk University, Erzurum, Turkeytasyase@gmail.comhttps://orcid.org/0000-0002-3553-8711;3. Faculty of Education, Department of Mathematics and Science Education, Bart?n University, Bart?n, Turkey;4. Faculty of Education, Department of Mathematics and Science Education, Kafkas University, Kars, Turkeyhttps://orcid.org/0000-0002-2100-0822

Abstract:	ABSTRACT This study aimed to investigate the relationships among the middle school students’ perceptions of science teacher support, students’ motivation and students’ engagement in learning science. Student motivation was addressed with task value and academic self-concept while student engagement included aspects of agentic, behavioural, emotional and cognitive engagement. In the study, survey method was used and the data were collected though previously validated self-report questionnaires. Valid data were obtained from 1006 middle school students enrolled in one of the nine public schools in Turkey. The path analysis revealed that perceived science teacher’s support positively predicted students’ task value and academic self-concept in science. Furthermore, students who reported high levels of task value and academic self-concept showed higher levels of engagement in science. Accordingly, it seems important for science teachers to listen to the students, behave fairly and help them to solve their problems in order to motivate them for learning science and increase their engagement in science class.

Keywords:	Teacher support task value self-concept student engagement science education

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