The Tenuous Link between Classroom Perceptions and Motivation: A Within-Person Longitudinal Study

Autor/inn/en	Ruzek, Erik A.; Schenke, Katerina
Titel	The Tenuous Link between Classroom Perceptions and Motivation: A Within-Person Longitudinal Study
Quelle	In: Journal of Educational Psychology, 111 (2019) 5, S.903-917 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruzek, Erik A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000323
Schlagwörter	Student Motivation; Classroom Environment; Environmental Influences; Learner Engagement; Educational Psychology; Attitude Change; Behavior Change; Middle School Students; High School Students; Personal Autonomy; Mastery Learning; Goal Orientation; Longitudinal Studies; Measurement Techniques; Self Concept; Teacher Expectations of Students; Public Schools + Suchen Sie Ihr Suchwort? Schulische Motivation; Klassenklima; Unterrichtsklima; Environmental influence; Umwelteinfluss; Erziehungspsychologie; Pädagogische Psychologie; Attitudinal change; Einstellungsänderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Individuelle Autonomie; Zielorientierung; Zielvorstellung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messtechnik; Selbstkonzept; Public school; Öffentliche Schule
Abstract	Understanding how classrooms influence a student's motivation and engagement is a persistent concern in the field of educational psychology. Social-cognitive theories postulate that individual students' perceptions of their environment influence their motivation and subsequent behavior. However, empirical research directly testing the core tenets of this supposition--that changes in an individual's perceptions lead to changes in their motivation or behavior--is sparse, largely because of normative methodological approaches focusing on between-person rather than within-person comparisons. Using data from 3 time points (fall, winter, and spring) within 1 academic year in a sample of 910 middle and high school students in 68 classrooms, we modeled the bidirectional effects of within-person changes in students' perceptions of their classroom's autonomy support and academic press on their mastery goal orientation and behavioral engagement. Contrary to prior research, classroom climate perceptions were unrelated to a student's motivation and engagement. However, increases in individual students' behavioral engagement positively influenced their subsequent mastery goal orientation, and bidirectional associations between students' perceptions of autonomy support and academic press were found. This pattern of results suggests that changes in individual students' perceptions of autonomy support influence their perceptions of academic press, and vice versa, but changing perceptions are unrelated to a student's changing motivation and engagement. Results are discussed in terms of methodological considerations in testing existing theory and recent interventions to change students' motivation. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01