Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement.

2007/02/01 by Helen Patrick, Allison M. Ryan, Avi Kaplan · 1,053 citations
Psychology · Social Sciences · #Developmental psychology #Early Childhood Education and Development #Education, Achievement, and Giftedness #Mathematics education #Motivation and Self-Concept in Sports #Perception #Promotion (chess) #Psychology #Social psychology #Social relation #Student engagement #Task (project management)

paper · doi:10.1037/0022-0663.99.1.83

published in Journal of Educational Psychology 99(1), 83-98 (American Psychological Association)

openalex publication_date 2007/02/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/05

Abstract

This research examined whether 5th-grade students ’ (N 602) perceptions of the classroom social environment (teacher support, promotion of mutual respect, promotion of task-related interaction, student support) were related to their engagement in the classroom (self-regulation and task-related interaction) and whether those relations were mediated by personal motivational beliefs (mastery goals, academic and social efficacy). Teacher support, promotion of interaction, and student support were related to both types of engagement, and those relations were fully or partially mediated by motivational beliefs. Relations with promoting mutual respect were not significant.

Citations

• Psychological Needs and the Facilitation of Integrative Processes
• Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering
• The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.

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