Teachers as Sources of Middle School Students' Motivational Identity: Variable-Centered and Person-Centered Analytic Approaches
Teachers as Sources of Middle School Students' Motivational Identity: Variable-Centered and Person-Centered Analytic Approaches
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教师作为中学生动机认同的来源：以变量为中心和以人为中心的分析方法
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
Angela D. Miller
中科院分区：
文献类型：
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作者：
Tamera B. Murdock;Angela D. Miller
本研究采用变量中心（回归）和个人中心（聚类分析）的方法，在考虑了父母和同伴的影响以及控制了先前（7年级）动机的情况下，考察了206名八年级学生的成就动机与他们对教师关怀的感知之间的关系。动机评估使用学生的自我报告的学业自我效能感和教育的内在价值，以及教师的努力评级。教师、家长和同伴对动机的影响是基于学生的自我报告。回归分析显示，在控制了七年级的动机以及来自父母和同龄人的感知动机影响后，感知到的教师关怀在八年级动机的所有3项指标中占据了显着的方差。虽然这些结果与发展的加性效应模型是一致的，聚类分析表明，大多数学生认为一致性（积极的，中性的，或消极的），在他们的老师，父母和同龄人传达的信息，这表明补偿跨环境没有发生。对教师和研究人员的影响进行了讨论。
Variable-centered (regression) and person-centered (cluster analytic) techniques were used to examine the relations between 206 eighth-grade students' achievement motivation and their perceptions of teacher caring, after accounting for influences of parents and peers and controlling for prior (grade 7) motivation. Motivation was assessed using students' self-reports of academic self-efficacy and intrinsic valuing of education, as well as teacher ratings of effort. Teacher, parent, and peer influences on motivation were based on students' self-reports. Regression analyses revealed that perceived teacher caring accounted for significant amounts of variance in all 3 measures of eighth-grade motivation, after controlling for both seventh-grade motivation and perceived motivational influences from parents and peers. Although these results were consistent with an additive effects model of development, cluster analyses showed that most students perceived consistency (positive, neutral, or negative) in the messages communicated by their teachers, parents, and peers, suggesting that compensation across contexts did not take place. Implications for teachers and researchers are discussed.
DOI：
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发表时间：
1995
期刊：
Adolescence
影响因子：
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作者：
T. Field;C. Lang;R. Yando;D. Bendell
通讯作者：
T. Field;C. Lang;R. Yando;D. Bendell