The contribution of perceived classroom learning environment and motivation to student engagement in science

Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator

“…Previous studies support the notion that students' perception of technology environments constitutes an important element for their academic-related beliefs. Specifically, students perceiving the convenience and availability in their interactive learning process report higher motivation, engagement, and persistence in learning (Wentzel et al, 2010;Tas, 2016). Some empirical evidence also indicated that students' perception of the technology environments is linked to attitude toward technology-based self-directed learning.…”

Agency and responsibility in adolescent students: A challenge for the societies of tomorrow

“…For instance, the impact of interpersonal justice on student motivation and achievement has been confirmed by several studies (Berti, Molinari, & Speltini, ; Kazemi, ; Resh, ; Walls & Little, ). In addition, Tas () has shown that teacher justice, investigated here in terms of equity, positively predicted cognitive, behavioural, emotional, but also agentic aspects of engagement in middle school students. A limited number of studies in the social and economic sciences have also explored the links between the perception of justice and career decision‐making tasks.…”

Depressive Symptoms and Academic Achievement: The Role of Adolescents’ Perceptions of Teachers’ and Peers’ Behaviors

“…To advance the literature, we expected that the strength of the relation between adolescents’ depressive symptoms and their academic achievement could be explained by the adolescents’ perception of the teachers’ and peers’ behaviors. Specifically, based on previous literature, indicating that adolescents who perceived their teachers as supportive, caring, and respectful of students and positive relationships with their peers also reported higher achievement and lower depressive symptoms over time (e.g., Newman et al, ; Pössel et al, ; Schwartz et al, ; Tas, ), we expected that the perception of supportive relationships with teachers and peers would be directly associated with higher academic achievement and fewer depressive symptoms. However, we could not formulate specific hypotheses about the directionality of these relations, because of the mixed findings regarding the differential roles of the teacher and peer relationships for the adolescents’ adjustment (Lynch & Cicchetti, ; Roorda et al, ).…”

“…Previous studies provide support for these ideas showing that teachers’ autonomy‐supportive behaviors (e.g., listening to students, encouraging effort from students, or being responsive to students’ comments and questions) were related to adolescents’ achievement and psychological well‐being (see Ryan & Deci, , for a review). A relative smaller number of studies focused on relatedness dimensions of teachers’ behaviors and showed that adolescents who believe that their teachers are supportive, caring, helpful, respectful of students, and treat them equally when it comes to giving feedback and opportunities for learning are more likely to have higher academic achievement (i.e., grades and grade point average) in both cross‐sectional and longitudinal studies (e.g., Tas, ; see Roorda et al, , for a meta‐analysis).…”