Students' perceived competence across academic and social-emotional domains: Unique roles in relation to autonomy-supportive teaching, academic engagement, and well-being

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-09-23 DOI:10.1016/j.lindif.2024.102563

Rebecca J. Collie, Andrew J. Martin

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Abstract

Researchers have long accepted the important role of perceived academic competence for students' outcomes. Recent work has started to examine the role of perceived social-emotional competence for these outcomes. The aim of our study was to jointly examine these two types of perceived competence assessed at the start of a school term, the role of perceived autonomy-supportive teaching in predicting them, and end-of-term academic engagement and well-being outcomes following from them (cognitive engagement, homework practices, school satisfaction, mental well-being). Among 373 secondary school students, results demonstrated that perceived autonomy-support was positively associated with both perceived competence factors. In turn, perceived academic competence uniquely predicted greater cognitive engagement, homework practices, and school satisfaction. Perceived social-emotional competence uniquely predicted greater cognitive engagement and mental wellbeing. Findings have the potential to guide practice around efforts to better support students' academic and social-emotional development.

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学生在学术和社会情感领域的认知能力：与自主支持型教学、学业参与和幸福感相关的独特作用

长期以来，研究人员一直认为学生的学习能力对其学习成绩有重要影响。最近，研究人员开始研究社会情感能力对这些结果的影响。我们的研究旨在共同研究在学期开始时评估的这两种感知能力、感知到的自主支持性教学在预测它们方面的作用，以及期末学业参与度和由此产生的幸福感结果（认知参与度、家庭作业实践、学校满意度、心理幸福感）。结果表明，在 373 名中学生中，感知到的自主支持与感知到的能力因素呈正相关。反过来，感知到的学习能力也能独特地预测学生的认知参与度、家庭作业习惯和学校满意度。感知到的社会情感能力则独特地预测了认知参与度和心理健康的提高。研究结果有望指导实践，更好地支持学生的学业和社会情感发展。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).