In this study of 7769 Australian school students researchers looked at the role of teaching support and asked how schools can better help young people during the first few years of adolescence. The study was especially interested to discover whether the influence of teachers on students’ motivation and engagement grows or fades across this time.

The study's findings confirmed the well-known pattern of motivation and engagement declines from early to mid-adolescence—but the role of perceived teaching support played a significant part in how these patterns of motivation and engagement unfolded. 

Specifically, evidence was found for: 

(1) temporal effects, such that motivation and engagement declined over time; 

(2) initiating effects, such that perceived teaching support at Time 1 was associated with positive “starting points” for motivation and engagement at Time 1; 

(3) contemporaneous effects, such that for at least one timepoint, perceived teaching support was related to positive motivation and engagement at the same timepoint; 

(4) sustaining effects, such that perceived teaching support significantly predicted positive motivation and engagement at all four timepoints; and 

(5) escalating effects, such that the predictive role of perceived teaching support on students’ motivation and engagement increased over time.

Conclusion
Findings contribute to knowledge about how to boost and sustain the motivation and engagement trajectories of students during early to mid-adolescence.