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

Abstract

This research examined whether 5th-grade students' (N ϭ 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.

Alternative Seating and Students' Perceptions: Implications for the Learning Environment

“…Those parts are inclusive of, but not limited to the physical setting, social contexts, and innumerable instructional elements composed of teacher characteristics and behaviors (Patrick, Ryan, & Kaplan, 2007). While instructional contexts remain the central focus of analysis for effective learning environments, it is critical to consider the role that the physical environment has on learning.…”

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

“…Science and math ability belief items were adapted from the Student Self-Report of Academic Self-Efficacy [89,90]. Each item was measured on a 6-point Likert scale anchored by strongly disagree and strongly agree and both the science and math scales achieved high internal consistency (α = 0.92).…”

Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

“…For instance, previous research reveals positive associations with students' engagement (Patrick, Ryan, & Kaplan, 2007), academic initiative (Danielsen, Wiium, Wilhelmsen, & Wold, 2010), intrinsic motivation (E. Skaalvik & S. Skaalvik, 2013;Wentzel et al, 2010), and higher self-esteem and lower levels of anxiety (De Wit et al, 2011). Moreover, students who feel emotionally supported are more likely to expend effort (Goodenow & Grady, 1993;Wentzel, 1994), ask for help (Newman & Schwager, 1993), and use self-regulated learning strategies (Ryan & Patrick, 2001).…”