The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science

Autor/in	Tas, Yasemin
Titel	The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science
Quelle	In: European Journal of Psychology of Education, 31 (2016) 4, S.557-577 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-016-0303-z
Schlagwörter	Educational Environment; Classroom Environment; Science Instruction; Middle School Students; Learner Engagement; Student Attitudes; Student Motivation; Grade 6; Grade 7; Foreign Countries; Multiple Regression Analysis; Predictor Variables; Science Education; Turkey + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassenklima; Unterrichtsklima; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Schulische Motivation; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Prädiktor; Naturwissenschaftliche Bildung; Türkei
Abstract	This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical multiple regression analyses were conducted on the dependent variables of cognitive, behavioral, emotional, and agentic engagement. The results indicated that engagement components were positively predicted by most of the perceived learning environment variables, while motivational factors had some differential predictive effects on engagement components. The predictor variables explained 26, 28, 33, and 30% of the variance in the cognitive, behavioral, emotional, and agentic engagement components, respectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01