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1.
Teachers' skill in inferring students' reading motivation influences their ability to provide responsive literacy instruction. Yet, studies show that convergence between students' and teachers' reports of students' affective experience with reading is moderate to poor. The present study, with a sample of 140 students, and 15 middle school teachers, examined the convergence across different rater reports (teachers, students, and research observers) of reading motivation and behavioral engagement in daily reading activities as well as the factors that explain teachers' perceptions of students' daily behavioral engagement with reading. Results indicate that there was no correlation between teacher or research observer reports with student ratings. However, teachers' perceptions of students' behavioral engagement in reading was explained by stable as well as situated student indicators of reading engagement. Additional measures to help teachers more easily detect shifts in motivation as a function of classroom practices are discussed.  相似文献   

2.
This paper examines teachers' perceptions of their students' motivation and engagement and their enjoyment of and confidence in teaching. Drawing on Martin's Student Motivation and Engagement Scale, 10 facets of motivation and engagement were explored amongst a sample of 1,019 teachers. These facets comprised three adaptive cognitive dimensions of motivation (self‐efficacy, valuing of school, mastery orientation), three adaptive behavioural dimensions (planning, study management, persistence), two impeding dimensions (anxiety, failure avoidance), and two maladaptive dimensions (uncertain control, self‐handicapping). Male teachers tended to report significantly higher student motivation and engagement than female teachers (though effect sizes were small) and primary school teachers reported significantly higher student motivation and engagement than high school teachers (effect sizes were moderate). Adaptive dimensions were more strongly associated with enjoyment and confidence in teaching than impeding and maladaptive dimensions. Of the adaptive dimensions, students' mastery orientation was the strongest correlate of teachers' enjoyment of teaching and students' persistence and students' planning were the strongest correlates of teachers' confidence in teaching. These associations were more marked for male teachers and relatively independent of years spent teaching. Implications for teacher education and professional development are discussed.  相似文献   

3.
Little research has simultaneously examined the differential effects of autonomy support from parents, teachers, and peers (social agents) on students’ psychological need satisfaction, motivation, and school engagement. Drawing from Self-Determination Theory, this study examined the joint effects of perceived autonomy support from these three social agents on psychological needs, motivation, and engagement of 614 Chinese primary school students. Results revealed that perceived autonomy support from parents, teachers, and peers positively and uniquely predicted student psychological need satisfaction. The effect was strongest for parental autonomy support, although a model constraining the paths from all three social agents to be equal fit equally well. Need satisfaction predicted greater self-determined motivation and student engagement and mediated the effects of all three social agents on student motivation and engagement. The model showed strong gender invariance. The results highlight the importance of targeting all three social agents in multi-level interventions that aim to optimize student motivation and school engagement.  相似文献   

4.
The present study uses multilevel modeling to understand early adolescents’ individual and class-level perceptions of social support in relation to their behavioral and emotional engagement in math and science. To capture individual relationships, we examined students’ self-perceptions of classroom social satisfaction, best friend quality, and teacher-student relatedness. Between classrooms, we considered collective perceptions of peer and teacher support. Participants were 761 fifth (n = 412) and sixth grade (n = 349) students nested within 44 classrooms who were 52% female and ethnically diverse. Results indicated that both peer and teacher relationships are important for early adolescents’ behavioral engagement, but teachers play a primary role in shaping emotional engagement toward subject-area content. Moreover, both individual and classroom-level indicators of perceived support explained variation in children’s engagement outcomes, highlighting the complex nature of classroom social relationships that necessitate teachers’ consideration.  相似文献   

5.
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   

6.
Classroom management practices were studied in middle school classrooms with positive interpersonal classroom climates, high levels of student engagement, and high levels of autonomy support. Students' motivational responses to autonomy-supportive instructional interactions were explored to understand variability within classroom management practices identified and described in this study as providing autonomy support. Our findings suggest proactive classroom management is enacted through instructional interactions wherein teachers scaffold students' autonomous self-regulatory capacities that sustain student engagement in classroom activities by supporting students' strategy use, transferring responsibility to students, encouraging students' to structure physical and social contexts to support learning, and promoting prosocial behavior.  相似文献   

7.
This study examined the impact of the COVID-19-induced school lockdown on need satisfaction, well-being and motivation in both gifted and non-gifted primary school students in the Netherlands. A total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well-being and motivation. However, the impact of the lockdown was less negative for gifted students. There was also a levelling effect: Before the lockdown, gifted students had lower need satisfaction, well-being and motivation than their non-gifted peers, but these differences decreased during the lockdown due to (stronger) declines in the non-gifted. Changes in non-gifted students' well-being and motivation, because of the lockdown, were negatively mediated by autonomy and relatedness with classmates. Among the gifted, this was positively mediated by competence. Only before the lockdown, the effects of giftedness on well-being and motivation were mediated by autonomy and relatedness satisfaction.  相似文献   

8.
Using the theoretical framework of achievement goal theory, this study investigated the accuracy of teachers' judgments of their students' motivation. Self-report data were gathered on the mastery, performance-approach, and performance-avoidance goals of 1140 German secondary school students (mean age = 14.24) in five academic subjects (English, Mathematics, German, second foreign language, and Biology). Their teachers in each of the five subjects (N = 176) were asked to judge students' achievement goals. Multilevel regression analyses revealed that teacher ratings of students' motivation statistically significantly predicted student ratings in all five subjects for mastery and performance-approach motivation, but not for performance-avoidance motivation. Assessment of differences in teachers' judgment accuracy across classrooms revealed some variability in teachers' ability to judge their students' mastery and performance-approach goals. Exploratory analyses showed that teaching experience, teacher gender, student age, and student gender did not systematically explain variation in judgment accuracy. Future research should examine other characteristics potentially influencing teachers' judgment accuracy and investigate the effect of teachers' judgment accuracy on students' motivation.  相似文献   

9.

Much research has been done into the relationship between students’ motivation to learn and their basic psychological needs as defined by the self-determination theory (autonomy, competence, relatedness). However, few studies have explored how these psychological needs relate to different types of maladaptive behavior in the classroom. To prevent or remedy such behavior, more insight into its relationships is required. The present study attempted to determine the relationship between maladaptive behavior of secondary school students (grades 8 and 9) and the degree to which both teachers and peers address their needs for competence, autonomy, and relatedness. Results show significant, negative correlations between maladaptive student behavior in the classroom and the extent to which students’ basic psychological needs are met by teachers and fellow students. Both teachers and fellow students play a role in students’ maladaptive behavior toward school and withdrawn behavior. When it comes to unfriendly behavior, the perceived support of teachers appears to be particularly relevant, while the role of peers is an important factor in delinquent behavior.

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10.
The purpose of this study was to examine whether parent and teacher support for basic psychological needs (i.e., autonomy, competence and relatedness), students' reciprocal friendships, and academic motivation assessed in Grade 10 (N = 624) could predict dropping out of high school two years later in Grade 12. Results revealed that reciprocal friendships contributed to the prediction of dropping out of high school, above and beyond the effects of academic motivation, or parent and teacher support for basic psychological needs. Although parent support for basic psychological needs appeared to be the most significant predictor of academic motivation and dropping out of high school, results suggested that reciprocal friendships represented an important factor that affect both motivation and persistence. Most specifically, our findings demonstrated that a lack of reciprocal friendships had detrimental effects on these aforementioned processes, whereas having reciprocal friendships lead to favorable outcomes.  相似文献   

11.
We adopted a trans-contextual model of motivation to examine the processes by which school students' perceived autonomy support (defined as students' perceptions that their teachers' support their autonomous or self-determined motivation) and autonomous forms of motivation (defined as motivation to act out of a sense of choice, ownership, and personal agency) toward mathematics activities in an educational context predict autonomous motivation and intentions toward mathematics homework, and actual mathematics homework behavior and attainment, as measured by homework grades, in an out-of-school context. A three-wave prospective study design was adopted. High-school students (N = 216) completed self-report measures of perceived autonomy support and autonomous forms of motivation toward mathematics activities in school in the first wave of data collection. One-week later, participants completed measures of autonomous forms of motivation, attitudes, subjective norms, perceived behavioral control, and intentions with respect to mathematics homework outside school. Students' self-reported homework behavior and homework grades from students' class teachers were collected 5-weeks later. A structural equation model supported model hypotheses. Perceived autonomy support and autonomous forms of motivation toward mathematics activities in school were related to autonomous forms of motivation toward mathematics homework outside of school. Autonomous forms of motivation toward mathematics homework predicted intentions to do mathematics homework mediated by attitudes, subjective norms and perceived behavioral control. Intentions predicted self-reported mathematics homework behavior and mathematics homework grades. Perceived autonomy support and autonomous forms of motivation toward mathematics in school had statistically significant indirect effects on mathematics homework intentions mediated by the motivational sequence of the model. Results provide preliminary support for the model and evidence that autonomous motivation toward mathematics activities in the classroom is linked with autonomous motivation, intention, behavior and actual attainment in mathematics homework outside of school.  相似文献   

12.
This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction.  相似文献   

13.
This study conducted a content analysis of online discussions to understand the nature of computer‐supported collaborative learning and discover how students' motivation, which is a crucial factor to the success of collaborative learning, relates with their interaction and knowledge construction in peer‐moderated online discussions. Discussion contents from 23 students in an online class were analysed. The results indicated that perceived value, competence and autonomy were critical factors that influenced lower level interactions; intrinsic motivation was the critical factor that influenced the individualistic elaboration interactions, whereas relatedness was the critical factor that influenced the collaborative elaboration interactions. The results also indicated that autonomy and relatedness were the critical factors that influenced the moderation behaviours. The findings suggest that teachers in online classes should promote students' motivation, and more importantly, scaffold student moderators in meaningful learning during peer‐moderated online discussions.  相似文献   

14.
This study examined the effects of student and parent goal orientations and perceived classroom goal structures on grades and self-efficacy in mathematics during the high school transition. From a sample of 50 African American families living in a low-income school district, student survey data and open-ended parent interviews were examined. There were three significant findings. First, students who espoused more mastery goals in high school mathematics experienced more positive changes in self-efficacy and grades in mathematics during the high school transition than did their peers. Second, students who perceived more mastery and less performance goal structures in their high school math classrooms experienced more positive changes in mathematics self-efficacy during the transition than did their peers. Third, adolescents whose parents espoused mastery goals had higher grades than did their peers whose parents did not espouse mastery goals. Results indicate that mastery goals may be more influential in determining achievement and motivation in mathematics for African American students than are performance goals during the high school transition.  相似文献   

15.
This study investigated the relevance of filial piety and the three components of self‐determination, namely, competence, autonomy and relatedness, on academic motivation among Hong Kong Chinese secondary school students. A total of 461 students completed the questionnaire which consisted of five scales assessing attitudes towards filial piety, perceived scholastic competence, perceived autonomous support from parents, relatedness with parents and academic motivation. By using structural equation modelling, a predictive model of academic motivation, with filial piety, competence, autonomy, relatedness, age and gender as antecedents, was developed. All variables explained the prediction of academic motivation, with competence acted as the strongest effect, followed by relatedness and filial piety. The findings highlight the important contribution of the three self‐determination theory (SDT) components and the value of filial piety for Chinese adolescents' academic motivation. The implications of the findings for future research and educational practice were discussed.  相似文献   

16.
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   

17.
The important role of self-efficacy (SE) in students' motivation, engagement, persistence, and academic achievements has been reconfirmed by ample research, both in general and for STEM disciplines. As most studies focused on traditional school systems, additional research is needed on how science SE develops in different educational environments, which was the goal of this study. Data were collected from 1979 students in Grades 5–9 from 19 traditional, Waldorf, and democratic schools in Israel. Students completed a questionnaire that assessed their science self-efficacy (SSE), general and academic self-efficacy (GASE), and the sources of their SSE: teachers', parents', and peers' social persuasions, vicarious experiences and mastery experiences. Results revealed that SSE and GASE differed in their levels and in the way they changed with grade. These differences, and variations in the roles of the various sources of SSE, appeared to be influenced by the schools' cultures and curricula. Quantitative results are accompanied by verbal illustrative examples from interviews with students and teachers.  相似文献   

18.
The current study was carried out within the framework of self-determination theory and aimed to investigate specific, additive and combined effects of teachers' autonomy support and structure on students' engagement. Using multilevel analyses, main effects and interaction of autonomy support and structure provided at the classroom level were tested on behavioral, cognitive and emotional engagement. 744 ninth grade students from 51 classes completed a questionnaire about their engagement during language classes and their perceptions of the teacher's provision of autonomy support and structure. The results highlight the links between classroom context, especially structure, and the three components of engagement. Autonomy support has a complementary role as it was associated with emotional engagement. These results improve our understanding of the relationships between learning environment and engagement and provide more accurate indications to teachers and educators regarding the most effective ways to enhance students' engagement.  相似文献   

19.
The purpose of this study is to explain students' perceived relevance of playing an educational game as a means for development of discipline competence. Based on self-determination theory and the concept of personal interest, we propose that: Satisfying students' basic needs for competence, autonomy, and relatedness when playing educational games is critical for arousal of intrinsic motivation in learning-through-gaming; Students' interest in the core subject and their intrinsic motivation in learning-through-gaming are important for their perceptions of how relevant they believe the gaming session is for the discipline they are studying. The results from an empirical study indicate that arousal of intrinsic motivation in the ongoing gaming session is more important than pre-gaming interest in the core subject for participants' post-gaming perception of how relevant such gaming is as a means for developing their discipline competence. The results also indicate that satisfying basic needs for competence, autonomy, and relatedness is critical for arousal of intrinsic gaming motivation. Our findings have implications for the choice of pedagogical means when utilizing educational games as a complementary alternative to traditional learning methods. To that end, we offer directions for future research.  相似文献   

20.
Picturebook discussions are commonplace literacy events in contemporary classrooms. The different experiences, backgrounds and ways of being that individual students draw upon during talk around texts prompt a broad range of ways to make, negotiate and share meanings. In addition to developing students' literacy skills such as oral language, vocabulary and comprehension, these discussions have been shown to be instrumental in developing students' interpretive competence which is important for achieving learning outcomes. In this article, we report a study that investigated how four diverse groups of 10‐ and 11‐year‐old students and teachers from two schools experienced such reading events. The study found that making sense of these books was more productive when students were given permission to switch identities and make connections to their out‐of‐school cyber and popular culture worlds. Using discourse analytic techniques, we uncover the identity work during a number of discussions around two different picturebooks and show how this enabled these learners to enter the academic space and demonstrate interpretive competence.  相似文献   

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