According to the self-determination theory, autonomy-supportive teaching is considered an effective approach to motivate students to learn. The present study investigates the effect of students' perceived autonomy support on math achievement over time, i.e. from grades 4 to 6, using a longitudinal survey administered in Chinese elementary schools.…

Mathematics teachers' identities profoundly influence how they interact with and position their students to learn mathematics. In this paper, we examine how a year-long teacher learning intervention supportive of student engagement in mathematics helped shift teachers' mathematics-related identities. We use an implied identity perspective as a…

This study of 1,601 students in the middle years of schooling (Grades 5-8, each student measured twice, 1 year apart) from 200 classrooms in 44 schools sought to identify factors explaining gains and declines in mathematics engagement at key transition points. In multilevel regression modeling, findings showed that compared with Grade 6 students…