Students' Classroom Engagement Produces Longitudinal Changes in Classroom Motivation

Autor/inn/en	Reeve, Johnmarshall; Lee, Woogul
Titel	Students' Classroom Engagement Produces Longitudinal Changes in Classroom Motivation
Quelle	In: Journal of Educational Psychology, 106 (2014) 2, S.527-540 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0034934
Schlagwörter	Learner Engagement; Student Motivation; Correlation; Scores; Academic Achievement; Psychological Needs; Satisfaction; Self Efficacy; Goal Orientation; Student Behavior; Emotional Response; Cognitive Development; High School Students; Longitudinal Studies; Predictor Variables; Foreign Countries; Hypothesis Testing; Questionnaires; Student Records; Statistical Analysis; Structural Equation Models; South Korea (Seoul); Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Schulische Motivation; Korrelation; Schulleistung; Zufriedenheit; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Student behaviour; Schülerverhalten; Emotionales Verhalten; Kognitive Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Ausland; Hypothesenprüfung; Hypothesentest; Fragebogen; Schülerakte; Statistische Analyse
Abstract	Changes in motivation anticipate changes in engagement, but the present study tested the reciprocal relation that changes in students' classroom engagement lead to corresponding longitudinal changes in their classroom motivation. Achievement scores and multiple measures of students' course-specific motivation (psychological need satisfaction, self-efficacy, and mastery goals) and engagement (behavioral, emotional, cognitive, and agentic aspects) were collected from 313 (213 females, 100 males) Korean high school students using a 3-wave longitudinal research design. Two key findings emerged from a multilevel structural equation modeling analysis: (a) Students' initial classroom engagement predicted corresponding longitudinal changes in all 3 midsemester motivations, and (b) early semester changes in engagement predicted corresponding longitudinal changes in end-of-semester psychological need satisfaction and self-efficacy, but not mastery goals. Changes in engagement also predicted course achievement. These findings reveal the underappreciated benefits that high-quality classroom engagement contributes to the understanding, prediction, and potential facilitation of constructive changes in students' in-course motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01