Emotional Support from Teachers and Student Motivation in Psychology

This psychology report examines the impact of emotional support from teachers on student motivation, drawing on research by Ruzek et al. (2016), Wentzel (2016), and Wubbels et al. (2016). The report highlights how emotional support in the classroom enhances student engagement, academic performance, and motivation. It discusses the role of peer relationships, autonomy support, and competence in mediating the relationship between teacher support and student outcomes. The study emphasizes the significance of emotionally supportive environments and how teachers can foster these environments to improve student experiences and outcomes. The report also touches on the brain structures involved in emotion and motivation, and the generalizability of these findings to various areas of psychology.

Running head: PSYCHOLOGY
EMOTIONAL SUPPORT TO STUDENTS FROM A TEACHER
Name of the Student
Name of the University
Author Note

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According to Ruzek et al., (2016) students get motivated when their teachers emotionally
support them. This paper stated that multilevel mediation analysis test was performed to check
whether the student’s midyear reports of experiences in the classroom which are associated with
autonomy, competence mediated associations and relatedness with peers in the school years.
Motivation of a student can come from various points in his or her academic life. According to
various research studies based on the field of psychology, it has been found that students gets
motivated when they receive recognition for their good performances. This paper will discuss the
fact that students get motivated by getting emotional support from their teachers.
According to the authors, the students were observed to be more motivated when an
emotional support from their teachers were observed. Teachers were observed to be more
supportive from an emotional point which was further associated with a better academic
performance of the student along with a strong motivation (Wentzel, 2016). This point is
justified since it has been noticed that students gets motivated after they get an emotional support
from their teachers while they are in their academic life (Ruzek et al., 2016). This paper also
identified the fact that mid-year students reported that the use of an emotionally supportive
classroom during their adolescent stage helped them experience more developmental
opportunities for their performance. This article also found that emotional support engages and
motivates the student in a twofold process (Wentzel et al., 2016). Self-determination theory helps
the students to improvement their engagement skills and motivates them. The pair objective
observations of the students in classroom have been noticed to become engaged in students while
inside the classroom. The students who were emotionally supported by their teachers in their
classrooms shared motivationally salient experiences. This article also allowed the teachers to
choose the time to record their instructions (Wubbels et al., 2016). This process helped in

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understanding the motivating factors for the students while they are in their academic life. These
study methods helped the authors to identify the engagement of teachers and adolescent students
who are more emotionally supported. The peer experiences and autonomy which shows the
association between student’s changing engagement and motivation. According to various
research studies based on the field of psychology, it has been found that students gets motivated
when they receive recognition for their good performances.
Thus, after reading the whole paper, it can be stated that their teachers in classroom
emotionally support students. This factor acts as a motivating factor for the students in their
academic life. This condition also improves the students overall academic performance and
mediating roles of perceived peer relatedness and autonomy support.

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References:
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016).
How teacher emotional support motivates students: The mediating roles of perceived peer
relatedness, autonomy support, and competence. Learning and instruction, 42, 95-103.
Wentzel, K. R. (2016). Teacher-student relationships. Handbook of motivation at school, 211-
230.
Wentzel, K. R., Russell, S., & Baker, S. (2016). Emotional support and expectations from
parents, teachers, and peers predict adolescent competence at school. Journal of
Educational Psychology, 108(2), 242.
Wubbels, T., Brekelmans, M., & Mainhard, T. (2016). Teacher–student relationships and student
achievement. In Handbook of social influences in school contexts (pp. 137-152).
Routledge.