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

2007/02/01 by Helen Patrick, Allison M. Ryan, Avi Kaplan · 22 citations
Social Sciences · Psychology · #Early Childhood Education and Development #Education, Achievement, and Giftedness #Motivation and Self-Concept in Sports

paper · doi:10.1037/0022-0663.99.1.83

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

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

Cited by

• Looking at Teacher Practices Through the Lens of Parenting Style
• Processes Involving Perceived Instructional Support, Task Value, and Engagement in Graduate Education
• Investigating the Role of Academic, Social, and Emotional Self-Efficacy in Online Learning
• The Relationship between Social Support, Self‐Efficacy, and English Language Learning Achievement in Hong Kong
• Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence
• Classroom Social Climate and Student Engagement in English as a Foreign Language Learning: The Mediating Roles of Academic Buoyancy and Academic Emotions
• School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes
• School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective
• Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just
• Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis
• Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields
• School‐related social support and subjective well‐being in school among adolescents: The role of self‐system factors
• Validation of the Academic School Climate Scale for Students
• Classroom goal structures: Observations from urban and rural high school classes in China
• The Development and an Acceptability and Feasibility Study of a Program to Support Children’s Reading Motivation and Engagement
• The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement
• Correlations Among Classroom Emotional Climate, Social Self-Efficacy, and Psychological Health of University Students in Taiwan
• Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement
• Modeling the Contributions of Perceived Teacher Autonomy Support and School Climate to Chinese EFL Students’ Learning Engagement
• Exploring Gender Differences in Tertiary Mathematics-Intensive Fields: A Critical Review of Social Cognitive Career Theory
• Teacher Support in Enhancing Willingness to Communicate: The Mediating Effect of Growth Language Mindset
• Overcoming Barriers to Engagement with Educational Video Games for Self-Directed Learning: A Mixed-Methods Case Study

Related

• Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate.
• Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
• Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.
• Enhancing student school engagement through teacher and classmate support in secondary schools
• Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement