The role of classroom characteristics for students’ motivation and career exploration     

Rebecca Lazarides  Susanne Rohowski  Svenja Ohlemann  Angela Ittel 《教育心理学》2016,36(5):992-1008

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   

The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes: an exploratory study     

Hachfeld  Axinja  Lazarides  Rebecca 《European Journal of Psychology of Education - EJPE》2021,36(4):1159-1179

Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in “German-as-a-second-language” speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers’ behaviors and students’ perceptions of teaching quality.

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Effects of social and individual school self-concepts on school engagement during adolescence     

Bakadorova  Olga  Lazarides  Rebecca  Raufelder  Diana 《European Journal of Psychology of Education - EJPE》2020,35(1):73-91

European Journal of Psychology of Education - While school self-concept is an important facilitator of a student’s school engagement, previous studies rarely investigated whether it may also...  相似文献