This longitudinal study aimed to investigate how motivational transitions of adolescents in the domain of mathematics from Grades 9 to 10 were related to student-perceived mathematics teacher support and student-oriented teaching. Data were drawn from the 2012 Programme for International Student Assessment (PISA) and its German national extension called PISA Plus 2012–2013. We used a subsample of 2605 students (51.0 % girls) from 198 classrooms. Using latent profile analyses, we identified three motivational patterns based on expectancy-value theory that were meaningfully associated with students' mathematics test scores and work ethics. Latent transition analyses showed that these patterns were mostly stable across time. Occurring changes were characterized by a decrease in mathematics motivation across time. Student-oriented teaching as reported by students in Grade 9 impeded maladaptive motivational transitions. Students with particularly low interest and utility value benefitted from teachers who direct their instruction at students' motivational characteristics.

这项纵向研究旨在调查从 9 年级到 10 年级的青少年在数学领域的动机转变如何与学生感知的数学教师支持和以学生为中心的教学相关。数据来自 2012 年国际学生评估计划(PISA) 及其德国国家扩展名为 PISA Plus 2012-2013。我们使用了来自 198 个教室的 2605 名学生（51.0% 的女生）的子样本。使用潜在概况分析，我们根据期望值理论确定了三种动机模式，这些模式与学生的数学考试成绩和职业道德有意义地相关。潜在转变分析表明，这些模式在一段时间内大多是稳定的。发生的变化的特点是数学动机随着时间的推移而下降。9 年级学生报告的以学生为导向的教学阻碍了适应不良的动机转变。兴趣和效用价值特别低的学生会受益于根据学生的动机特征进行教学的教师。