Early Adolescents' Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement.

IF 6.4 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Journal of Educational Psychology Pub Date : 2007-02-01 DOI:10.1037/0022-0663.99.1.83

H. Patrick, Allison M. Ryan, Avi Kaplan

引用次数: 984

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.

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早期青少年对课堂社会环境、动机信念和参与的感知。

本研究考察了五年级学生(N = 602)对课堂社会环境(教师支持、促进相互尊重、促进任务相关互动、学生支持)的感知是否与课堂参与度(自我调节和任务相关互动)相关，以及这些关系是否受到个人动机信念(掌握目标、学业和社会效能)的中介作用。教师支持、促进互动和学生支持都与两种类型的投入相关，并且这些关系全部或部分地由动机信念介导。促进相互尊重的关系不显著。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

11.40

自引率

2.00%

发文量

143

期刊介绍： The main purpose of the Journal of Educational Psychology® is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are pertinent to educational psychology. Please note, the Journal does not typically publish reliability and validity studies of specific tests or assessment instruments.