The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom

Kilday, Jessica E.; Ryan, Allison M.

doi:10.1007/s10648-022-09712-2

Cited by 10 publications

(2 citation statements)

References 146 publications

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“…Placing the construct in this perspective makes it possible to determine the dimensions of the critical relevance it acquires for schools in the 21st century [ 2 , 3 ]. The positive or advantageous aspects generated by deploying prosociality in schools benefit their members [ 5 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 ]; in addition, they are projected to society [ 4 , 7 , 8 , 9 , 10 , 20 ]. Therefore, given its social and research relevance, the APBS is a contribution because it constitutes an easily administered and psychometrically solid measuring instrument.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, a school climate characterized by support, care, and collaboration is fundamental to learning [11][12][13] as it promotes socially shared representations of its associated processes and better metacognitive adjustments [14]. At the same time, it is an important contextual factor for the development of character in children [15], as well as their motivation [16], well-being [17], satisfaction with life [18], and prosocial development, particularly among those from lower social classes [19]. The creation of environments conducive to learning depends largely on the talent and self-efficacy of teachers [20].…”

Section: Introductionmentioning

confidence: 99%

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Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

Mieres-Chacaltana,

Salvo-Garrido,

Dominguez-Lara

et al. 2023

Behavioral Sciences

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For the teaching profession, prosociality is a relevant skill. From this perspective, the present study aimed to examine the psychometric properties of the Adult Prosocialness Behavior Scale (APBS) in a professional setting of primary school Chilean teachers (n = 1404; mean age = 41.4; SD = 10.8; 77.4% women). ESEM and CFA were applied to evaluate its factor structure, internal consistency, factorial reliability, and invariance. The results supported a bifactor ESEM model in which prosociality was represented by a general latent factor and four specific factors (helping, sharing, caring, and empathy). A predominance of the unidimensional component of the APBS was observed (general factor, ECV = 0.938; ωh = 0.945), with adequate reliability (α = 0.932; ω of the factor general = 0.968) and invariance of the measurement in terms of gender. Its adequacy was confirmed by a good level of fit (RMSEA = 0.042 90%CI [0.036–0.049]; SRMR = 0.012; CFI = 0.995; TLI = 0.988). It is concluded that the APBS is a suitable instrument to measure prosociality in the professional setting studied. Its general and specific dimensions are relevant to the prosocial behaviors currently required of teachers. Future studies could contribute evidence of the transcultural validation of the APBS in other educational contexts in order to undertake comparative studies.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

Mieres-Chacaltana,

Salvo-Garrido,

Dominguez-Lara

et al. 2023

Behavioral Sciences

View full text Add to dashboard Cite

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Importance of students’ social resources for their academic achievement and well-being in elementary school

Schwerter,

Stang-Rabrig,

Kleinkorres

et al. 2024

Eur J Psychol Educ

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Based on the relationships motivation theory, it can be assumed that social interactions in elementary school are essential for students’ development and especially for their school success. Thus, this study examined how vital social resources, more precisely social interactions with peers and teachers, are for two central aspects of school success, namely academic achievement and well-being. To this end, the representative German PIRLS 2016 data of 3959 fourth-grade students (MAge = 10.34 years; N = 1,940 girls, 71% white) were analyzed. Social interactions were operationalized using factors indicating whether students experienced bullying from peers, and how much teacher support they perceived. We found that fewer bullying experiences and more perceived teacher support were positively related to academic achievement and enjoyment of school as a prominent aspect of school-related well-being. Applying machine-learning methods to avoid overfitting while including important control variables, only the effects of bullying experiences and perceived teacher support on well-being remained robust. The results underlined that positive relationship experiences were particularly important for students’ well-being but not necessarily incremental to students’ academic achievement.

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Sociocultural Contexts and Relationships as the Cornerstones of Students’ Motivation: Commentary on the Special Issue on the “Other Half of the Story”

Guay

2022

Educ Psychol Rev

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This special issue on the development of academic motivation covers many issues that are groundbreaking in the field of motivation and interpersonal relationships. In this commentary, I discuss the following elements: (a) the challenges of integrating central motivational constructs; (b) interpersonal relationships as supports for motivation at school; (c) school or cultural contexts that sustain motivation; (d) new avenues for research. I hope that the articles in this special issue will stimulate new research that would have the potential to advance the field but that would also be useful to research professionals working day to day with children and adolescents.

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The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom

Cited by 10 publications

References 146 publications

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

Importance of students’ social resources for their academic achievement and well-being in elementary school

Sociocultural Contexts and Relationships as the Cornerstones of Students’ Motivation: Commentary on the Special Issue on the “Other Half of the Story”

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