Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PHD PhD PhD Thesis Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Relation A related resource 61000323 Title A name given to the resource Mind-Set In Mathematics Learning : Role of Teacher-Student Interaction on Student Engagement, Wellbeing and Achievemrent Subject The topic of the resource Education Description An account of the resource Mathematics learning is an integral part of the school curriculum. Children learn basic concepts in mathematics and then gradually reach the abstract level. Challenges in mathematics learning are largely observed after grade seven. Students may show disinterest towards the subject due to several reasons including past learning experiences, teacher-student interaction (TSI), anxiety and self-efficacy levels. If the students cannot connect what they learn, it impacts their interaction in the classroom, and it acts as a reason for losing interest. The literature review reveals the importance of mathematics anxiety, self-efficacy, and utility value and contribute to the construct of mind-set. Student engagement is influenced by mind-set in mathematics learning and TSI, and predicts achievement and wellbeing. The study adopts a mixed-method design with the qualitative study aiming to support the quantitative study and strengthen the validity of the results. The quantitative study sample consists of 774 eighth graders from various English medium schools in Bengaluru, Karnataka. The qualitative phase seeks to determine the students' perception of mathematics learning through their classroom experiences among 17 students using semi-structured interviews. The tested conceptual model shows an excellent fit. It shows mind-set in mathematics affects TSI, influences student engagement and leads to student-wellbeing. There was no indirect effect for the achievement and other variables. The findings related to the open-ended questions indicate the importance of teachers and content. There is a lack of understanding among students about the practical application of the learning content. The thematic analysis results provided five main themes: student attributes, teacher attributes, classroom environment, content-related and utility value. Integration of the findings leads to the importance of TSI and student engagement in the mathematics classroom. Also, the connection between variables related to mathematics learning and student wellbeing. The results of the study have important implications for developing engaging pedagogies. Creator An entity primarily responsible for making the resource Syama, S Source A related resource from which the described resource is derived Author's Submission Publisher An entity responsible for making the resource available Christ(Deemed to be University) Date A point or period of time associated with an event in the lifecycle of the resource 2024-01-01 Contributor An entity responsible for making contributions to the resource Jacqueline, Kareem Rights Information about rights held in and over the resource Open Access Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource PhD Identifier An unambiguous reference to the resource within a given context <a href="http://hdl.handle.net/10603/569997" target="_blank" rel="noreferrer noopener">http://hdl.handle.net/10603/569997</a>