Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging.

Roeser, Robert W.; Midgley, Carol; Urdan, Timothy C.

doi:10.1037/0022-0663.88.3.408

Cited by 1,037 publications

(831 citation statements)

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“…In addition, researchers have found that particular learning environments shape students' own personal goal orientations (Kaplan & Maehr, 1999;Nolen & Haladyna, 1990;Roeser, Midgley, & Urdan, 1996). Thus, it would be fruitful to investigate whether classrooms with a mastery-focused goal structure foster transformative experiences and whether this, in turn, facilitates students' conceptual understanding in science.…”

Section: Discussionmentioning

confidence: 99%

Motivation, learning, and transformative experience: A study of deep engagement in science

et al. 2009

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This study investigated the prevalence of transformative experiences, antecedents of transformative experience, and the relation between transformative experience and deep-level learning (conceptual change and transfer) for high school biology students (N = 166). Results suggested that the high school students in our sample typically engaged in low levels of transformative experience with respect to biology, but those students who strongly identified with science and who endorsed a mastery goal orientation were more likely to report engagement in higher levels of transformative experience. Furthermore, a higher level of engagement in transformative experience was positively associated with (a) conceptual change in understanding the concept of natural selection, but not inheritance, at the post-and follow-up assessments and (b) transfer at the follow-up assessment. According to Jackson (1986), there are two enduring outlooks in education, the mimetic, which focuses on transmitting predetermined and measurable information to students, and the transformative, which focuses on the transformation of qualities such as values, attitudes, and perceptions. Unfortunately, the majority of our efforts for educating children

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Section: Discussionmentioning

confidence: 99%

Motivation, learning, and transformative experience: A study of deep engagement in science

et al. 2009

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“…Evidence of the scale's validity and reliability in education settings has been provided through previous research (see Goodenow, 1993). Modified and shortened versions of this scale have been used in subsequent education research and these adapted scales have also demonstrated acceptable reliability (i.e., coefficient alphas > .70) (Anderman, 1999;Anderman & Anderman, 1999;Roeser et al, 1996). Due to these modifications, there are now several versions of the original scale.…”

Section: Social Motivational Orientations Scale For Sport (Smoss)mentioning

confidence: 99%

“…Students who reported a greater sense of belonging were also less likely to be absent or tardy, and more likely to hold higher expectations of school success. Roeser, Midgley, and Urdan (1996) found that 8th grade students with higher perceived belonging also reported a greater sense of academic self-efficacy and positive affect toward school. Similarly, Anderman (1999) also found that 5th and 6th graders reporting higher school belonging also had greater positive affect and lower negative affect toward school.…”

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confidence: 99%

Social Motivation in Youth Sport

Allen

2003

Journal of Sport and Exercise Psychology

216

138

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Youth sport participants frequently report social reasons for their involvement in sport such as wanting to be part of a team or to be with friends, and social sources of positive and negative affect such as social recognition and parental pressure. Although a social view of sport has been recognized, youth sport motivation researchers have emphasized approaches centered on constructs related to physical ability and have not examined the social aspect of motivation in detail. Therefore, the purpose of this study was to examine the contribution that social goal orientations and perceptions of belonging make toward understanding youth sport motivation. Specifically, female adolescents' (N = 100) social motivational orientations, achievement goal orientations, perceived belonging, perceived physical ability, and interest in sport were assessed. Results from multiple regression analyses indicated that social motivational constructs added to the explanation of adolescents' interest in sport.Key Words: social goals, goal orientations, perceived belonging, relatedness, measurement When given the choice, few individuals elect to participate in sport on their own. Whether it is tennis at the local courts with friends, a Little League team with teammates, or a high school championship soccer match with a stand full of spectators, inherent in these physical activities are social settings and interpersonal interactions. The social context of sport is salient to participants' motivation. Participants report social reasons for engaging in physical activities including affiliation, being part of a team, and social status (McCullagh, Matzkanin, Shaw, & Maldanado, 1993;Passer, 1982). Researchers have also indicated that positive and negative affect comes from social sources such as friendship opportunities, social recognition, and parental pressure (Scanlan, Carpenter, Lobel, & Simons, 1993;Scanlan & Lewthwaite, 1984). Further, social interactions with parents, coaches, and peers have all been associated with the quality of young people's sport experience (e.g., Brustad, 1993;Duncan, 1993;Wylleman, 2000).Sport clearly has meaning to participants because it provides opportunities for interpersonal interaction and the development of social bonds with significant others. Despite the salience of numerous social aspects of sport to participants, researchers examining youth sport motivation have tended to emphasize constructs related to physical ability such as perceived physical ability and task and ego goalThe author is with the Dept. of Sport and Leisure, School of Education, University of Waikato, PO Box 3105, Hamilton, New Zealand. / Allenorientations as a means for understanding young people's motivation (for reviews, see Duda, 2001;Weiss & Chaumeton, 1992). Thus the purpose of this study was to examine the contribution that social motivational orientations and perceptions of belonging make toward understanding youth sport motivation.Current dominant motivation theories employed in youth sport research, such as competence motiv...

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“…Thus, from the perspective of school belonging and psychological adjustment (Goodenow and Grady, 1993;Roeser et al, 1996;Voekl, 1996), perceptions of ethnic or racial barriers in peer interactions and teaching practices may interfere with the school adjustment of minority students. Accordingly, students who experience ethnic discrimination in class are more prone to resist schoolwork.…”

Section: Perceived Opportunities: the Attitude-achievement Paradoxmentioning

confidence: 99%

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

Phalet

Andriessen

Lens

2004

Educational Psychology Review

119

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Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging.

Cited by 1,037 publications

References 60 publications

Motivation, learning, and transformative experience: A study of deep engagement in science

Motivation, learning, and transformative experience: A study of deep engagement in science

Social Motivation in Youth Sport

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

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