引导学校过渡:青少年学业自我效能感、学校相关性和内在学业动机之间的人内和人际关联

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Jingyun Wang , Tessa Kaufman , Stefanos Mastrotheodoros , Susan Branje
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引用次数: 0

摘要

与能力、自主和亲情等基本心理需求水平较低的同龄人相比,能力、自主和亲情等基本心理需求水平较高的青少年在学校的表现更好。本研究扩展了以往的研究工作,考察了这些心理需求在学校环境中的人际变化关系,并特别关注中学过渡时期。我们研究了学习自我效能感、内在学习动机和学校相关性之间的人际关系。我们对小学最后一年的荷兰青少年(人数 = 290;年龄 = 11.58 岁,T1 时的标准差 = 0.44)进行了为期两年的四次跟踪调查。随机截距交叉滞后面板模型(RI-CLPMs)的结果显示,在人内和人际层面上,学业自我效能感、内在学业动机和学校相关性之间存在中等到较强的正并发关联。此外,人内学校相关性的增加也预示着 6 个月后内在学习动机的增加。因此,研究人员、教师和教育工作者必须意识到,社会联系和归属感在学校过渡后对提高内在学习动机非常重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Navigating the school transition: Within- and between-person associations between adolescents' academic self-efficacy, school relatedness, and intrinsic academic motivation

Adolescents with higher levels of the basic psychological needs of competence, autonomy, and relatedness report better school functioning compared to their peers with lower levels of these needs. This study extended previous work by examining associations in within-person changes of these psychological needs in the school context, with a special focus on the secondary school transition period. We examined within-person relations between academic self-efficacy, intrinsic academic motivation, and school relatedness. Dutch adolescents (N = 290; Mage = 11.58 years, SD = 0.44 at T1) who were in their last year of primary school were followed for four waves across 2 years. Results from random-intercept cross-lagged panel models (RI-CLPMs) showed moderate to strong positive concurrent associations between academic self-efficacy, intrinsic academic motivation, and school relatedness at both the within- and between-person levels. Moreover, within-person increases in school relatedness predicted increases in intrinsic academic motivation 6 months later. Thus, it is vital that researchers, teachers, and educators are aware that social connections and belongingness are important after the school transition for increasing intrinsic academic motivation.

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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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