El énfasis del profesor en la utilidad de los contenidos de clase y la pasión, motivación y rendimiento académico

Resumo

Does students’ harmonious passion influence their academic performance? Are harmonious passion and intrinsic motivation to learn different constructs? Does teacher influence students’ harmonious passion? The aim of this study was to answer these questions by examining the relationship between teachers’ emphasis on class contents usefulness and students’ harmonious passion, intrinsic motivation to learn and math achievement in 1170 high school students. Data were analyzed using a multilevel structural equation model and results showed support for the four hypotheses tested. First, we found that students perceived harmonious passion and intrinsic motivation to learn as different constructs. Second, harmonious passion was positively associated with math achievement. Third, the relationships between harmonious passion and math performance was mediated by intrinsic motivation to learn. Fourth, teachers’ emphasis on class contents usefulness predicted students’ harmonious passion. Finally, we discussed the findings in terms of their implications for educational practice and methodological suggestions for future research.