ArticleFrontiers in psychology2019
The Role of Perception of Support in the Classroom on the Students' Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes.
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 54 citations in OpenAlex.
- A study on the learning emotions of EFL students in SPOC based blended learning in Chinese vocational colleges.Scientific reports · 2025Article
- Identifying precondition configurations of mathematics anxiety among middle school students in China: using NCA and QCA approaches.Frontiers in psychology · 2024Article
- The mediating role of English learning motivation between socioeconomic status and pragmatic awareness.Frontiers in psychology · 2024Article
- Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning.The British journal of educational psychology · 2022Article
- What factors can support students' deep learning in the online environment: The mediating role of learning self-efficacy and positive academic emotions?Frontiers in psychology · 2022Article
- Testing the Factorial Validity of the Classroom Engagement Inventory with Spanish Students.Psychology research and behavior management · 2021Article
- Adaptation and Validation of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education to the Spanish Physical Exercise Context.International journal of environmental research and public health · 2020Article
Corrections and comments
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Authors and funding
6 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
According to various studies and the Cambridge University Student Barometer, Spanish students have the worst academic results in mathematics and English among the European Union countries. The objective of this study has been to analyze the influence of the teacher on motivation, positive emotions, metacognition strategies, and the academic performance of the students in those classes. We analyzed responses from 604 students of English and 547 students of mathematics, aged between 13 and 19 years. The teacher plays a relevant role in the motivation and emotions generated in the students, issues that determine decision making in the students' learning and academic performance.
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Registered trials
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