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1.
An achievement goal framework was used to examine changes in students' motivation for reading and writing in the late elementary years and to evaluate a classroom intervention project. The longitudinal study involved 431 students in Grades 3 to 5. Results showed significant declines in task-mastery and performance goals within the school year and across grade levels. There were few sex differences in students' goals for reading and writing. The intervention project included 8 teachers and 187 students in Grade 3. This study showed how various instructional modifications can influence students' achievement goals, perceived competence, and strategy use in reading and writing. As teachers provided more opportunities for students to complete challenging, collaborative, and multiday assignments, students became less focused on performance goals, and low-achieving students reported less work avoidance. The educational implications of this research are discussed.  相似文献   

2.
Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross‐lagged panel model was applied to academic track and nonacademic track fifth grade students (N = 396) to test whether intrinsic reading motivation and reading competence are reciprocally related depending on the students' achievement level (indicated by school track affiliation). According to expectations, the cross‐lagged effect of intrinsic reading motivation on reading competence was only significant for academic track students. In the nonacademic track group, neither the effect of intrinsic reading motivation on reading competence nor the reverse effect proved to be significant. Thus, the nature of the relation between intrinsic reading motivation and reading competence seems to depend on students' school track affiliation.  相似文献   

3.
The aim of this study was to examine differences in intrinsic motivation and perceived academic competence as well as in their association between 5th‐ and 6th‐grade students with learning disabilities (LD) (n= 40) and their typically achieving peers. Participants were 980 Greek elementary students from the metropolitan area of Athens. As predicted, students with LD showed lower intrinsic motivation and perceived academic competence than students without LD almost across all subscales. Exceptions were noticed in intrinsic motivation concerning curiosity/interest and history subscales as well as perceptions of academic competence in the subjects of history and science. Support was found that among typically achieving students intrinsic motivation was positively and significantly related at a moderate level to perceived academic competence across all subscales, as opposed to students with LD, for whom few correlations were found.  相似文献   

4.
From the lens of Self-Determination Theory, this study investigated the effects of a mobile application tool for identifying species on biology students’ achievement and well-being. It was hypothesized that the mobile application, compared to a textbook, would enhance feelings of competence and autonomy and, in turn, intrinsic motivation, positive affect and achievement, because the mobile application’s built-in functions provide students with choice and volition, informational feedback, and optimal challenges. Fifty-eight second-year students were randomly assigned to use either the mobile application or a textbook for a learning task. Well-being was assessed before and after the learning task, and intrinsic motivation, perceived competence, perceived autonomy and achievement were assessed after the task. Results indicated that the mobile application, relative to the textbook, produced higher levels of students’ perceived competence, perceived autonomy and intrinsic motivation. Further, the mobile application had indirect effects on positive affect through autonomy, competence and intrinsic motivation, and on achievement through competence.  相似文献   

5.
ABSTRACT

Research on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction.  相似文献   

6.
Twelfth‐grade physics classes with 344 students participated in a quasi‐experimental study comparing two small‐group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the self‐determination theory of motivation, which states that the satisfaction of the ‘basic needs’ for experiencing autonomy, competence, and social relatedness is essential to promote intrinsic motivation. Regarding the experience of competence, a small effect in favour of the jigsaw classroom was found, whereas students in the cyclical rotation setting showed medium‐sized benefits in experiencing autonomy. A path analysis revealed that these opposing effects balanced each other; that is, no effect from small‐group method to intrinsic motivation was found. In contrary to the motivational variables, achievement effects depended on the underlying study topic: based on scanning electron microscopy, the cyclical rotation setting outperformed jigsaw classroom, whereas an opposed trend is observed with regard to the microwave oven learning unit. The higher interestingness of the latter learning unit was revealed as a weak mediator from study topic to academic achievement.  相似文献   

7.
Middle school has been documented as the period in which a drop in students’ science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6–8). Data were obtained from middle school students in the United States (N?=?2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students’ science learning are discussed.  相似文献   

8.
This study explored the relationships among formative curriculum‐based measures of reading (CBM‐R), student engagement as an extra‐academic indicator of student motivation, and summative performance on a high‐stakes reading assessment. A diverse sample of third‐, fourth‐, and fifth‐grade students and their teachers responded to questionnaires about student engagement in academic tasks. These questionnaires were collected about the same time as fall CBM‐R oral reading fluency and maze screening tasks. Results indicated that fall student and teacher reports of engagement and a composite score of reading competence derived from CBM‐R screening tests uniquely predicted student performance on year‐end standardized reading tests. Profile analyses indicated that student engagement was associated with better reading performance among students with low competence, suggesting that engagement may be particularly important for increasing student performance for struggling readers. Implications for interventions targeting both student motivation, as well as reading skill development, are discussed.  相似文献   

9.
Motivation theory suggests that autonomy supportiveness in instruction often leads to many positive outcomes in the classroom, such as higher levels of intrinsic motivation and engagement. The purpose of this study was to determine whether perceived autonomy support and course-related intrinsic motivation in college classrooms positively predict student ratings of instruction. Data were collected from 47 undergraduate education courses and 914 students. Consistent with expectations, the results indicated that both intrinsic motivation and autonomy support were positively associated with multiple dimensions of student ratings of instruction. Results also showed that intrinsic motivation moderated the association between autonomy support and instructional ratings—the higher intrinsic motivation, the less predictive autonomy support, and the lower intrinsic motivation, the more predictive autonomy support. These results suggest that incorporating classroom activities that engender autonomy support may lead to improved student perceptions of classroom instruction and may also enhance both student motivation and learning.  相似文献   

10.
The authors investigated predictive relationships among student characteristics that influence motivation for learning and achievement. Participants were students (N = 900) from all 4 grade levels in 18 rural public high schools in the south-western United States. The authors used AMOS 4.0 (J. L. Arbuckle &; W. Wothke, 1996) to test a hypothesized path model in development and validation subsamples. Variables included perceptions of classroom climate, perceived ability, perceived instrumentality of instruction, and achievement goals as predictors of engagement and effort in school. The model fit the data reasonably well, with relatively minor variations in the strength of the paths between subsamples. The authors discuss implications for research and classroom practice.  相似文献   

11.
One hundred thirty-seven students in 12th grade physics classes participated in a quasi-experimental study comparing the jigsaw classroom method of cooperative instruction with traditional direct instruction. While no differences were found between the two conditions for physics achievement gains, the results revealed differences in students' experience of the three basic needs (autonomy, competence, and social relatedness as posited by self-determination theory of learning), in self-reported cognitive activation, and in degree of intrinsic motivation. Path analyses showed that the basic needs partially mediated the effects of method of instruction on cognitive activation and intrinsic motivation. Increases in feelings of competence with cooperative learning were associated with better performance in physics. When controlling for competence, however, direct instruction had a facilitating effect on physics performance. Four aspects of students' personal learning characteristics (previous knowledge, academic self-concept in physics, academic goal orientation, uncertainty orientation) were assessed. Method of instruction was found to interact with self-concept: students with low academic self-concept profited more from cooperative instruction than from direct instruction because they experienced a feeling of greater competence.  相似文献   

12.
This study analyzes the relationships between cognitive appraisals, classroom and test emotions, and math achievement in a sample of 1219 Portuguese students from the 6th and 8th grades. Participants completed measures of perceived value, perceived competence, and seven math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment, pride, and relief) experienced in two different settings: classroom and tests. Math achievement was obtained from school records. Results showed significant associations between student competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in structural equation modeling, only anger in test situations and hopelessness were significant negative predictors of students’ math achievement. Hopelessness appears to play a particular role in the interplay between cognitive appraisals, emotions, and academic achievement as it is the only emotion that relates to math achievement both in test and classroom situations. Furthermore, findings also support the existence of differences in the relationships between cognitive appraisals and the achievement emotions students experience in these two settings.  相似文献   

13.
The influences of the social environment and affective factors on academic achievement were identified as early as the 1970s. This line of research continued in the following decades, but the relationship between social competence and academic achievement remained a neglected issue. The aim of the empirical research presented in this paper was to define those components of social competence that influence learning motivation and academic achievement. The following components of social competence were selected for analysis: dynamism, dominance, cooperativeness, politeness, scrupulousness, perseverance, emotional control, impulse control, openness, external-internal control attitude and attachments. Four questionnaires were administered to a sample of 6th and 10th grade students (altogether 438 subjects). The results show that the assessed social factors are not affected considerably by age. The correlation analyses reveal the importance of intrinsic motivation within learning motivation, manifested in its strong relationship to the variables representing the social factors of personality except for emotional stability. The results of the regression analysis indicate that friendliness and openness have the largest impact on each other among social factors extraversion. The results show that conscientiousness, openness and academic self-concept explains most of the variance in intrinsic motivation. Intrinsic motivation seems to exert considerable effect on these three variables.  相似文献   

14.
This study focused on students enrolled in obligatory vocational education courses in German secondary schools that aim to support students’ career exploration. The study examined the relations between student-perceived classroom characteristics (support for autonomy, competence and relatedness), students’ intrinsic motivation and their career exploration (self- and environmental exploration). Data were analysed from 1780 seventh- to tenth-graders (boys: 54.2%) from 13 German secondary schools. The structural equation modelling results revealed that student-perceived support for autonomy, competence and relatedness in class was significantly positively related to their intrinsic motivation and self-exploration. Student-perceived support for competence was significantly positively related to environment exploration. Student-perceived relatedness in class was significantly positively related to their achievement. Intrinsic motivation was significantly positively related to self- and environment exploration and achievement. The results showed that the paths within the tested model varied for boys and girls. Findings are discussed in relation to their implications for career preparation in school, as well as related to gendered motivational processes.  相似文献   

15.
This study examined the effects of person praise and process praise on college students’ motivation and how these effects change as students progress through their undergraduate years. Hundred and eleven college students worked on three puzzle tasks and received either person praise, process praise, or no praise. Following subsequent failure, students reported on their intrinsic motivation, perceived competence, performance attributions and contingent self-worth. Results indicated that process praise enhances intrinsic motivation and perceived competence more than person praise, and that these effects vary as students advance toward their degree. While person praise decreased motivation for sophomores and juniors, process praise increased motivation for seniors; freshmen reported no significant differences in their motivation. Implications for classroom practice and the need for research that considers developmental differences within college samples are discussed.  相似文献   

16.
This study investigated middle school students’ engagement in science in relation to students’ perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical multiple regression analyses were conducted on the dependent variables of cognitive, behavioral, emotional, and agentic engagement. The results indicated that engagement components were positively predicted by most of the perceived learning environment variables, while motivational factors had some differential predictive effects on engagement components. The predictor variables explained 26, 28, 33, and 30 % of the variance in the cognitive, behavioral, emotional, and agentic engagement components, respectively.  相似文献   

17.
The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third‐, fourth‐, and fifth‐grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000 ). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores.  相似文献   

18.
Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high school. Intrinsic motivation to learn was indirectly and positively related to academic performance via classroom engagement. Seventy‐five percent of the variance in engagement and 33% of the variance in GPA were explained by variables in the study. Results were generally replicated when the model was tested separately with the 336 African American students and the 311 Latin@ students. The significant indirect effect of intrinsic motivation to learn on GPA via engagement, as well as the positive direct association between learning goals and academic performance, suggest that students will benefit from schools fostering intrinsic motivation to learn and learning goals.  相似文献   

19.
This study aimed to expand on existing research about motivational change by investigating within‐year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed a questionnaire that measured these two variables at the beginning and near the end of a school year. The study's findings indicated that students' intrinsic reading motivation was generally stable over a school year. A significant increase in the perceived degree of mastery goal structure in reading instruction was observed near the end of the school year. Students' perception of instruction remained a strong and positive predictor of intrinsic motivation after controlling their prior motivation and other background variables. Different factors affecting students' motivational change are discussed to provide insights for promoting their reading motivation and counter the prevalent trend of motivational decline.  相似文献   

20.
This study focused on the development of an instrument for the measurement of the quality of a student’s perceived relationship with his peers in an elementary school classroom. Jackson’s model of person-group relationships was employed for describing a student’s group membership. An initial 36-item instrument was administered to 181 fifth and sixth grade students. A factor analysis performed on these data resulted in a new 22-item instrument (My Classmates). This instrument was then administered to 621 fifth and sixth grade students. The quality of a student’s group membership was found to be related to his or her achievement level in reading, level of school-related anxiety, attitudes toward school and self-concept as a learner.  相似文献   

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