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Cited by 465

The DOI matches its OpenAlex record; 31 of the 31 references it cites were found in a registry or an index.

Student/Teacher Relations and Attitudes toward Mathematics Before and After the Transition to Junior High School

Carol Midgley, Harriet Feldlaufer, Jacquelynne S. Eccles·1989·Child Development
DOI 10.1111/j.1467-8624.1989.tb03529.x
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Abstract

In a longitudinal study of 1,301 students and the teachers they had for mathematics before and after the transition to junior high school, we assessed whether changes across the transition in students' perceptions of their teachers' supportiveness were related to changes in their valuing of mathematics. Using repeated-measures multivariate analysis of variance, we found that when students moved from elementary teachers they perceived to be low in support to junior high teachers they perceived to be high in support, the intrinsic value of math was enhanced, while students who moved from teachers they perceived to be high in support to teachers they perceived to be low in support experienced a sharp decline in both the intrinsic value and perceived usefulness and importance of math. For students' perceptions of the usefulness and importance of math there was an interaction with achievement level. Math values decreased more sharply during the first year of junior high for low-achieving students who moved from more supportive to less supportive teachers than for high-achieving students who experienced the same change.

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OpenAlex · 10.1111/j.1467-8624.1989.tb03529.x

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Metadata

Authors
Midgley, C., Feldlaufer, H., & Eccles, J. S.
Venue
Child Development
Publisher
Wiley
Published
1989-08-01
Volume
60
Issue
4
Pages
981-992
ISSN
0009-3920 (ISSN-L)
DOI
10.1111/j.1467-8624.1989.tb03529.x
OpenAlex
W2089219018
Cited by
465
References
31
FWCI
2.80
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: Student/Teacher Relations and Attitudes toward Mathematics Before and After the Transition to Junior High School. https://app.cochat.ai/papers/10.1111/j.1467-8624.1989.tb03529.x
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Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/Teacher Relations and Attitudes toward Mathematics Before and After the Transition to Junior High School. Child Development. https://doi.org/10.1111/j.1467-8624.1989.tb03529.x

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.