School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective
School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective
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DOI：
10.1016/j.learninstruc.2013.04.002
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发表时间：
2013-12-01
影响因子：
6.2
通讯作者：
Eccles, Jacquelynne S.
中科院分区：
文献类型：
--
作者：
Wang, Ming-Te;Eccles, Jacquelynne S.
本研究采用多维度的视角考察了中学生对学校环境的感知(结构支持、提供选择、相关性教学、教师和同伴情绪支持)、成就动机(学业自我概念和主观任务价值)和学校投入(行为、情感和认知投入)之间的关系。参与者来自不同种族的城市青少年样本1157人。研究结果表明，学生对学校环境不同方面的感知对三种类型的学校参与有不同的贡献。此外，这些联系完全或部分地受到成就动机的调节。具体地说，学生对学校环境的感知影响了他们的成就动机，并反过来影响了这三种类型的学校投入，尽管方式不同。此外，还讨论了性别、种族和学术能力的调节效应。(C)2013爱思唯尔有限公司。保留所有权利。
This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic self-concept and subjective task value), and school engagement (behavioral, emotional, and cognitive engagement). Participants were from an ethnically diverse, urban sample of 1157 adolescents. The findings indicated that student perceptions of distinct aspects of the school environment contributed differentially to the three types of school engagement. In addition, these associations were fully or partially mediated by achievement motivation. Specifically, student perceptions of the school environment influenced their achievement motivation and in turn influenced all three types of school engagement, although in different ways. Moderation effects of gender, ethnicity, and academic ability were also discussed. (C) 2013 Elsevier Ltd. All rights reserved.