Sense of relatedness as a factor in children's academic engagement and performance
Sense of relatedness as a factor in children's academic engagement and performance
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DOI：
10.1037/0022-0663.95.1.148
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发表时间：
2003-03-01
影响因子：
4.9
通讯作者：
Skinner, E
中科院分区：
文献类型：
--
作者：
Furrer, C;Skinner, E
Children's sense of relatedness is vital to their academic motivation from 3rd to 6th grade. Children's (n = 641) reports of relatedness predicted changes in classroom engagement over the school year and contributed over and above the effects of perceived control. Regression and cumulative risk analyses revealed that relatedness to parents, teachers, and peers each uniquely contributed to students' engagement, especially emotional engagement. Girls reported higher relatedness than boys, but relatedness to teachers was a more salient predictor of engagement for boys. Feelings of relatedness to teachers dropped from 5th to 6th grade, but the effects of relatedness on engagement were stronger for 6th graders. Discussion examines theoretical, empirical, and practical implications of relatedness as a key predictor of children's academic motivation and performance.
