THE RELATIONSHIP OF SCHOOL BELONGING AND FRIENDS VALUES TO ACADEMIC MOTIVATION AMONG URBAN ADOLESCENT STUDENTS
THE RELATIONSHIP OF SCHOOL BELONGING AND FRIENDS VALUES TO ACADEMIC MOTIVATION AMONG URBAN ADOLESCENT STUDENTS
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DOI：
10.1080/00220973.1993.9943831
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发表时间：
1993-09-01
影响因子：
2.2
通讯作者：
GRADY, KE
中科院分区：
文献类型：
--
作者：
GOODENOW, C;GRADY, KE
最近，学生的主观学校归属感被认为对学习动机、参与度和参与度有潜在的重要影响，特别是在有辍学风险的学生中。学生的朋友也会影响他们的学习动机，有时甚至是负面的。本研究以301名非裔、白人/盎格鲁和西班牙裔初中生为被试，考察了初中生的学校归属感、朋友的学业价值观与学业动机之间的关系。学校归属感与几种与动机相关的测量显著相关--成功预期、重视功课、一般学校动机和自我报告的努力。学生对朋友学术价值观的信念与这些结果的相关性更弱。学校归属感和动机相关指标之间的相关性仍然是积极的，具有统计学意义--即使在剔除了朋友的学术价值观的影响后也是如此。在拉美裔学生中，学校归属感与成功预期的关联度高于非裔美国学生，在女孩中，与男孩相比，也更高。
Students' subjective sense of school belonging recently has been identified as a potentially important influence on academic motivation, engagement, and participation, especially among students from groups at risk of school dropout. Students' friends also influence their academic motivation, sometimes negatively. In this study, the relationship among early adolescent students' sense of school belonging, perceptions of their friends' academic values, and academic motivation was investigated among 301 African-American, White/Anglo, and Hispanic students in two urban junior high schools. School belonging was significantly associated with several motivation-related measures-expectancy of success, valuing schoolwork, general school motivation, and self-reported effort. Students' beliefs about their friends' academic values were more weakly related to these outcomes. The correlations between school belonging and the motivation-related measures remained positive and statistically significant-even after the effects of friends' academic values were partialled out. School belonging was more highly associated with expectancy for success among Hispanic students than among African-American students, and among girls than among boys.