Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic?
Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic?
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DOI：
10.1037/a0012840
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发表时间：
2008-11-01
影响因子：
4.9
通讯作者：
Kindermann, Thomas
中科院分区：
文献类型：
--
作者：
Skinner, Ellen;Marchand, Gwen;Kindermann, Thomas
805 4日至7年级的一项研究使用了一个模型的动机发展，以指导调查的内部动力的4个指标的行为和情感的参与和不满和促进作用的教师支持和3个学生的自我认知（能力，自主性和相关性）在这些指标的变化在学年。在内部动力学方面，参与的情感成分对他们的行为对应物的变化有显著的贡献;从行为到情感变化的反馈并不一致。教师的支持和学生的自我认知（特别是自主性）有助于行为成分的变化：每个预测参与度的增加和不满的减少。过程模型的测试结果表明，教师的影响是由儿童的自我知觉介导的。总之，这些研究结果表明，参与的指标和促进因素之间有明显的区别，并开始阐明参与内部发生的情绪和行为之间的动态关系，以及参与外部发生的动机动态关系，涉及社会背景，自我系统和参与本身。
A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these indicators over the school year. In terms of internal dynamics, emotional components of engagement contributed significantly to changes in their behavioral counterparts; feedback from behavior to changes in emotion were not as consistent. Teacher support and students' self-perceptions (especially autonomy) contributed to changes in behavioral components: Each predicted increases in engagement and decreases in disaffection. Tests of process models revealed that the effects of teacher context were mediated by children's self-perceptions. Taken together, these findings suggest a clear distinction between indicators and facilitators of engagement and begin to articulate the dynamics between emotion and behavior that take place inside engagement and the motivational dynamics that take place outside of engagement, involving the social context, self-systems, and engagement itself.