共查询到20条相似文献，搜索用时 46 毫秒
1.
Joe Psotka 《Interactive Learning Environments》2013,21(4):319-320
2.
Luisa Molinari Giuseppina Speltini Stefano Passini 《Educational Research and Evaluation》2013,19(1):58-76
In this study, we have investigated the associations between the students’ perceptions of teachers’ interpersonal behaviour and some school outcomes – namely, academic achievement, learning motivation, and a sense of class belonging – considering the mediating role of classroom justice. Moreover, the impact of the school type was analysed. The research was performed on a population of 614 Italian students enrolled in 2 different types of secondary school, one with an academic orientation, the other with a vocational orientation. Structural equation modelling (SEM) was used to see the effect of the teachers’ behaviour on the dimensions of justice (i.e., equality, equity, needs, and interpersonal) and that of all these variables on academic achievement, learning motivation, and class belonging. The mediation role of classroom justice was confirmed by the analyses, and so was the impact of the school's orientation. Limitations to the study and future research ideas have also been outlined. 相似文献
3.
William R. Penuel Andrew E. Krumm Carol Pazera Corinne Singleton Anna-Ruth Allen Clarissa Deverel-Rico 《科学教学研究杂志》2024,61(1):228-252
Meaningful participation in science and engineering practices requires that students make their thinking visible to others and build on one another's ideas. But sharing ideas with others in small groups and classrooms carries social risk, particularly for students from nondominant groups and communities. In this paper, we explore how students' perceptions of classrooms shape their contributions to classroom knowledge building in science across a wide range of classrooms. We examine the claim that when students feel a sense of belonging in class, they contribute more and perceive their ideas to be more influential in knowledge building. Data comes from classroom exit tickets (n = 10,194) administered in 146 classrooms as part of a 10-state field test of a new middle-school science curriculum, OpenSciEd, which were analyzed using mixed effects models. We found that students' sense of belonging predicted the degree to which they contributed ideas out loud in class (Odds ratio = 1.57) as well as the degree to which they perceived their contributions as influencing others (Odds ratio = 1.53). These relationships were particularly strong for students who reported a lower a sense of belonging. We also found significant differences by both race and gender in whether students said they contributed and believed their ideas influenced those of others. These findings suggest that a learner's sense of belonging in class and willingness to contribute may be mutually reinforcing, highlighting the need to promote content-specific strategies to foster belonging in ways that support collaborative knowledge building. 相似文献
4.
Kit‐Ling Lau 《Journal of Research in Reading》2009,32(4):366-382
This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self‐efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self‐efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery‐oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed. 相似文献
5.
Ridwan Maulana Marie-Christine Opdenakker Perry den Brok Roel Bosker 《Asia Pacific Journal of Education》2011,31(1):33-49
This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics and EFL) classes from 11 public schools in Indonesia. The results show that a variety of interpersonal profiles could be distinguished, that teachers perceive themselves more favourably than their students do, and that students' perceptions of teacher interpersonal behaviour and their learning motivation are associated. Influence and Proximity were found to be important determinants of student motivation; both dimensions are related to a more autonomous motivation, while Influence is also associated with a more controlled motivation. Contrary to the existing knowledge base, this study reveals that the relationship between teacher interpersonal behaviour and student motivation is more strongly connected to Influence than to Proximity. 相似文献
6.
《Journal of Experimental Education》2013,81(4):270-290
Few researchers have considered the influence of school context, an important construct at earlier ages, on late adolescents' college adjustment. In a sample of second-semester freshmen (N = 266), the authors explored associations between a sense of school belonging and academic and psychological adjustment. Students' reports of belonging at the university as well as in high school were both significant in predicting current academic (e.g., grades, academic competence) and psychological adjustment (i.e., self-worth, internalizing and externalizing problem behaviors), even after controlling for other important demographic and relationship factors. Last, the authors found that parental education (i.e., whether the participant was a first-generation college student) interacted with high school belonging in predicting externalizing problem behaviors. 相似文献
7.
《The Internet and Higher Education》2010,13(3):108-114
A study by Mullen and Tallent-Runnels (2006) found significance in the differences between online and traditional students' reports of instructors' academic support, instructors' demands, and students' satisfaction. They also recognized that the limitation to their study was their demographic data. In an original report funded by the Alfred P. Sloan Foundation, Dziuban, Hartman, Moskal, Brophy-Ellison, and Shea (2007) identified multiple student satisfaction groupings into dimensions that can provide structure to studies in online learning. In the present study, differences between academic standing and ethnicity were added to broaden the Mullen and Tallent-Runnels (2006) demographic deficiencies and used several student satisfaction dimensions identified by Dziuban, Moskal, Brophy-Ellison, and Shea (2007) and Moskal, Dziuban, and Hartman, (2009). The differences between academic standing and the studied dimensions were found to be statistically significant: the largest effect was Facilitated Learning and academic standing, which accounted for nearly 15% of the student scores' variance; and Engagement and Information Fluency had variance effects of, respectively, 4.5%, and 5.1%. However, error accounts for the majority of total variance in all the tests, which implies other variables' influence. 相似文献
8.
Patricia L. Hardré Kendrick A. Davis David W. Sullivan 《Educational Research and Evaluation》2013,19(2):155-179
In the field of educational psychology, there is diverse and active research in motivation for learning and achievement. Many instruments exist for assessing students' motivation, primarily as self-report. Fewer instruments are available for assessing teachers' perceptions of their students' motivation, and fewer still for assessing teachers' perceptions of reasons for students' lack of motivation. Teachers' intervention strategies for motivation are linked to their causal perceptions. Therefore, it is important to assess those causal perceptions. In this paper, we offer evidence for the Perceptions of Student Motivation questionnaire, a new measure that offers evidence of validity and reliability for this purpose among high school teachers. It offers potential to increase efficiency and clarity of findings regarding teachers' perceptions of students' motivation. 相似文献
9.
This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n?=?201) was carried out for each of the survey assessments. Significance testing for Chinese (n?=?107) and US (n?=?94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n?=?19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards. 相似文献
10.
《The Journal of educational research》2012,105(6):340-349
Abstract Using education survey data from 6,883 Grade 6 students in 148 schools and from 6,868 Grade 8 students in 92 schools in New Brunswick, Canada, the author applied student and school characteristics to explain differences among students and schools regarding students' sense of belonging to school. Results of hierarchical linear modeling showed that in Grades 6 and 8, discrepancies in students' sense of belonging were mainly within schools, rather than between schools. At the student level, sense of belonging in both grades was affected more by students' mental and physical conditions and less by their individual and family characteristics. Students' self-esteem was the single most important predictor of their sense of belonging, followed by their health status. At the school level, school climate (academic press or expectation in Grade 6 and disciplinary climate in Grade 8) was more important than school context in shaping students' sense of belonging. 相似文献
11.
This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic self-concept and subjective task value), and school engagement (behavioral, emotional, and cognitive engagement). Participants were from an ethnically diverse, urban sample of 1157 adolescents. The findings indicated that student perceptions of distinct aspects of the school environment contributed differentially to the three types of school engagement. In addition, these associations were fully or partially mediated by achievement motivation. Specifically, student perceptions of the school environment influenced their achievement motivation and in turn influenced all three types of school engagement, although in different ways. Moderation effects of gender, ethnicity, and academic ability were also discussed. 相似文献
12.
Expanding research on the relative impact of different autonomy-supportive strategies employed by teachers across domains, the present study investigated the variation in 4 lesson-specific autonomy-supportive strategies (providing choices, rationales, accepting frustration, and stimulating interests) and 6 aspects of students' motivation and engagement in 2 domains with a repeated measurement design. For 3 weeks, 202 Dutch students from 8 eighth grade classes and 1 ninth-grade class and 12 teachers completed lesson-specific measures at the end of Math and German lessons. Students' perceptions of teachers' autonomy support and their motivation and engagement varied considerably across lessons within a domain (variance at the within-student level ranged from 19% to 51%). In random intercept-random slope models, we found that all autonomy-supportive strategies showed meaningful associations with aspects of students’ motivation and engagement. We did not find substantial domain-dependency in the associations between autonomy support and the outcomes. 相似文献
13.
《Contemporary educational psychology》1999,24(1):21-37
Declines in students' achievement motivation across the transition to middle school may be explained by characteristics of both the academic and social environment of the new school. This study proposes that students' sense of belonging in middle school and their endorsement of social responsibility, relationship, and status goals in that setting should explain, in part, changes in their achievement goal orientations between 5th and 6th grades. Longitudinal survey data from 660 students indicated that, on average, endorsement of personal task goals declined, whereas endorsement of ability goals increased across the transition. Increases in task goal orientation were associated with perceiving both a task and an ability goal structure in 6th grade classes, along with sense of school belonging, and endorsing responsibility goals. Increases in ability goal orientation were associated positively with perceiving an ability goal structure in classes, with relationship and status goals, and negatively with school belonging. 相似文献
14.
We examined two aspects of college students' (N = 385) sense of belonging and its relations with three indicators of self-regulated learning. We also tested the mediating role of achievement goals in these relations. One aspect, sense of belonging to school, functioned as a significant predictor of self-reported metacognitive and academic time management strategies. In comparison, a second aspect, sense of belonging to peer groups, was a significant predictor of self-reported peer learning strategies. Findings from the mediation analyses indicated that sense of belonging to school was related with mastery goals, whereas sense of belonging to peer groups was related with performance goals. Further, mastery goals mediated the relations between sense of belonging to school and metacognitive and academic time management strategies. 相似文献
15.
Hyung Nam Kim 《Interactive Learning Environments》2013,21(6):533-546
It is often observed that most international students are less likely to express their opinions in class. The lack of communicative engagement has negative impacts on students' academic performance. The objective of this article was to explore a range of possible explanations for international students' lack of engagement in class discussions and to seek a way to model how an e-tool could be applied to make international students more comfortable communicating. The present study viewed that those students' communication problems are induced by the following multiple factors: a sense of belonging to a minority, cultural difference, and communication apprehension. Blogs were thus suggested to enhance those students' communication contexts. An ideal model of blogging interactions between students and teachers was theoretically proposed. 相似文献
16.
This study examines the emotional engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students' background characteristics and school experiences, and their interaction, in students' emotional engagement with school. At-risk students do not report lower levels of emotional engagement, except for students using (soft)drugs. While Dutch dropout prevention focuses on fostering a sense of belonging through enhancing teacher–student relationships, we do not find a significant role of perceived support from school staff in students' sense of belonging. A good relationship with classmates is more important to engage students in post-secondary vocational education. Perceiving an academic fit is most prominently related to the emotional engagement of vocational students, indicating that a sense of belonging should not only be defined in social, but also in academic terms. 相似文献
17.
《British Educational Research Journal》2005,31(1):7-27
Attempts to demonstrate a relationship between students' approaches to studying in higher education and their perceptions of their academic context have been bedevilled by limitations of the research instruments and the problem of aggregating students' perceptions and approaches across different course units. The extended version of the Course Experience Questionnaire (Wilson et al., 1997) and the Revised Approaches to Studying Inventory (Entwistle et al., 2000) were adapted for use in distance education and administered in a postal survey to students taking seven courses by distance learning with the Open University. Usable responses were obtained from over 2100 students. Both instruments proved to be remarkably robust, and the students' scores on these two instruments shared 61% of their variance. Students' perceptions of the academic quality of courses in distance education are strongly associated with the approaches to studying that they adopt on those courses. 相似文献
18.
Greville Rumble 《Open Learning》2013,28(3):221-222
The first article in this issue raises some fascinating issues that relate to my own background in research into student learning and experience of courses in conventional higher education. Richardson, Long and Woodley have administered the Academic Engagement Form', used widely in colleges in the USA, and the 'Course Experience Questionnaire', used widely in universities in Australia, to distance learning students. John Richardson and various colleagues have previously shown that these questionnaires, separately, work as well in distance learning contexts as they do in conventional contexts: that is, they identify the same factors as components of students' experience, and the same factors relating to overall perceptions of quality of experience, as in conventional contexts. Of the many findings reported in the study reported in this issue of Open Learning, two stand out for me. First, academic engagement is shown to play a key role in students' perceptions of academic quality: engaged students perceive their course to be of higher quality. This does not tell us if students who are happy with their courses become more engaged or if those who are engaged become happier with their courses, however, merely that they are related. 'Engagement' here encompasses both social and academic engagement as defined in Tinto's model of student retention. Second, students' overall perceptions of academic quality are mediated by their perceptions of their tutors. The authors conclude: '... the attitudes and behaviours of tutors are crucial to students' perceptions of the academic quality of courses in distance education'. In conventional contexts the item on the Course Experience Questionnaire that relates most closely to student performance concerns the quality of teacher feedback, not teaching, and this is easy to understand in a distance context. The methodology of this paper (relying on factor analysis of questionnaires and multivariate analysis of the relationship between questionnaire scale scores and background variables such as age, gender, educational qualifications, workload and hearing status) may be relatively unfamiliar to readers of Open Learning. What is perhaps more familiar is that such an analysis adds to similar conclusions about the centrality of the tutorial role in ODL students' learning from very different kinds of study (such as of the relationship between tutorial attendance and student performance). There is a growing body of evidence that the same variables are involved in student perceptions of courses and of academic quality in distance learning contexts as in conventional contexts. 相似文献
19.
20.
Ronald A. Beghetto 《科学教学研究杂志》2007,44(6):800-814
The aim of the present study was to gain a better understanding of students' perceived science competence by examining potentially related beliefs and perceptions in a diverse sample of middle and secondary students (N = 1289). Results of hierarchical regression analysis showed that students' perceived science competence was related to: (a) students' age, gender, and ethnicity; (b) students' mastery and performance–approach goals; (c) students' self‐perceptions of their ability to generate creative ideas (i.e., creative self‐efficacy); and (d) students' perceptions of teacher support and press (i.e., challenging academic demands). Of all these factors, creative self‐efficacy was found to have the strongest positive relationship with students' perceived science competence. Implications for subsequent research are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 800–814, 2007 相似文献