An Examination of the Relationship Between School Climate, Self-Determined Academic Motivation, and Academic Outcomes Among Middle and High School Students PDF Download
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Author: Daniel T. Volk
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The purpose of this study was to explore connections among student perceptions of specific school climate-factors, self-determined academic motivation, and academic outcomes in a sample of middle and high school students (sixth through eleventh grade). Structural equation modeling techniques were used to identify meaningful grade specific associations within a sample of 2,463 students. The school climate factors of perceived teacher support, peer support, and school bullying emerged as the most salient school climate-based predictors of academic motivation factors. Perceived teacher support positively predicted academic competence and relatedness, whereas school bullying negatively predicted relatedness. Student academic competence, in turn, was found to negatively predict amotivation and to positively predict of GPA, after controlling for previous standardized test scores. Results were found to be consistent across grades. The implications of these findings in regards to school stakeholder practices and future research directions within the school climate and academic motivation literature bases are discussed.
Author: Daniel T. Volk
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The purpose of this study was to explore connections among student perceptions of specific school climate-factors, self-determined academic motivation, and academic outcomes in a sample of middle and high school students (sixth through eleventh grade). Structural equation modeling techniques were used to identify meaningful grade specific associations within a sample of 2,463 students. The school climate factors of perceived teacher support, peer support, and school bullying emerged as the most salient school climate-based predictors of academic motivation factors. Perceived teacher support positively predicted academic competence and relatedness, whereas school bullying negatively predicted relatedness. Student academic competence, in turn, was found to negatively predict amotivation and to positively predict of GPA, after controlling for previous standardized test scores. Results were found to be consistent across grades. The implications of these findings in regards to school stakeholder practices and future research directions within the school climate and academic motivation literature bases are discussed.
Author: Cynthia Hudley
Publisher: Oxford University Press
ISBN: 0190208090
Category : Psychology
Languages : en
Pages : 336
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Book Description
Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in homogenous American schools serving middle class, average achieving, Anglo-student populations. This edited volume will argue that school culture is a reflection of the society in which the school is embedded and comprises various aspects, including individualism, competition, cultural stereotypes, and extrinsically guided values and rewards. They address three specific conceptual questions: How do differences in academic motivation for diverse groups of students change over time? How do students' social cognitions influence their motivational processes and outcomes in school? And what has been done to enhance academic motivation? To answer this last question, the contributors describe empirically validated intervention programs for improving academic motivation in students from elementary school through college.
Author: Cynthia Hudley
Publisher: OUP USA
ISBN: 0195326814
Category : Education
Languages : en
Pages : 337
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Book Description
Schools, as one form of complex organizational settings, are regulated by often invisible expectations, understandings, and values that comprise the culture of the institutions. This volume moves beyond important and well studied relational and personal variables to an examination of school culture and motivation.
Author: Cathy M. Williams
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Research has shown the direct relations of student academic motivation and perceptions of school climate with academic achievement. However, most studies examine these relations separately. Research examining the mediating effects of motivation in the linking of school climate perceptions and achievement is limited. In order to address this limitation and contribute to the existing body of research in this area, the current study employed structural equation modeling to (a) examine a model that illustrates the role of motivation in the linking of student perceptions of school climate to academic achievement, and (b) test this model fit across student groups according to gender, ethnicity, and socioeconomic status. Analysis used data from the Educational Longitudinal Study of 2002 (ELS: 2002) that were gathered in a survey conducted by the National Center for Education Statistics and are representative of a national sample of 10th grade students. The results showed that the hypothesized model fit the data acceptably for the overall sample and across student groups. In the overall model, students' perceptions of school climate related significantly with both achievement outcomes. Additionally, perceptions of teacher/student relationship related significantly with all motivation variables. Most group differences were found across ethnicities. In regard to the role motivation might play in the linking of school climate with achievement, self-efficacy and intrinsic motivation appear to play roles in the linking of student perceptions of teacher/student relationship with achievement. It also appears that intrinsic motivation might play a role in the linking of students' perceptions of order/safety/discipline. Both self-efficacy and intrinsic motivation appear to play less of a role in the linking of students' perceptions of fairness/clarity of rules and achievement in reading and math. The study contributes to the research regarding school climate, motivation, and achievement by testing a complex model that examines the role of motivation as a link in the relations between school climate and achievement. Further, the results of the study not only confirm results of past studies and support the theoretical contentions of social cognitive and cognitive evaluation theories by illuminating the significant roles teachers play in supporting student motivation but also shed light on areas that require further study.
Author: Ioannidou, Louiza
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 458
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Book Description
Mental resilience in children is an essential aspect of childhood well-being and long-term success. Positive psychology, emotional intelligence, and play are critical when nurturing this resilience and building mental strength. Emotional intelligence may help children recognize and manage their emotions effectively, while preparing them to overcome personal challenges. Play in teaching and learning may also serve as an avenue for social skill development, problem-solving, and emotional regulation. More research into the effects of psychology and play in childhood development is needed to correlate the relationship between mental resilience and positive child psychological practices. Building Mental Resilience in Children: Positive Psychology, Emotional Intelligence, and Play explores the effectiveness of psychology, play pedagogy, and emotional intelligence practices in improved childhood development. The practice of mental resilience in K-12 educational settings is further examined through a psychosocial lens. This book covers topics such as mental health and wellness, sociolinguistics, and school settings, and is a useful resource for education professionals, teachers, academicians, sociologists, psychologists, medical professionals, researchers, and scientists.
Author: Engin Karadağ
Publisher: Springer
ISBN: 3319560832
Category : Education
Languages : en
Pages : 333
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Book Description
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Author: Sharon D. Smith
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 231
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Book Description
First generation students are a growing body in the overall student population enrolling in both public two-year higher education institutions and public four-year higher education institutions in the United States; yet, little research has been conducted to examine the initial motivational orientation of these students as they start their academic journey. Even less research explores motivational differences among both first generation students and non-first generation students enrolled in public two-year institutions in comparison to students enrolled in public four-year institutions. Self-determination theory is widely used in educational research to explore motivation among individuals and the factors that both enhance and decrease motivation in students. It is an effective theory in identifying a student's motivation towards education based on the three motivational orientations including intrinsic motivation, extrinsic motivation, and amotivation. Motivation is important as there is a positive correlation between higher level of self-determined motivation and higher level of academic achievement. The purpose of this sequential explanatory study was to explore academic motivation of first-time, first-year freshman at a four-year and a two-year higher education institution to provide an analysis of self-determined motivational orientations between self-identified first generation students and non-first generation students. There were a total of 385 students included in the quantitative phase of the study and 14 students in the qualitative phase. Quantitative data analysis indicated first-time, first-year students on average are more extrinsically motivated (M = 25.26, SD = 3.47) with both student groups scoring higher averages in the extrinsic motivation - external regulation orientation (institutional type; M=25.26, SD = 3.47, generational status, M=25.25, SD= 3.46) than either of the other six orientations identified. The qualitative phase revealed 12 motivational factors which included: (1) Parental/Family influences, (2) Internal ambition, (3) Career focus/aspiration, (4) Adjustment, (5) Finances, (6) Internal struggle, (7) Time management, (8) Meeting new people, (9) Freedom/Becoming own person, (10) Campus environment, (11) Sports/Athletics, and (12) Other influences. An understanding of the differences between the motivational orientations and the factors that influence that motivation could inform the development of specialized programs for students identified with lower levels of self-determined motivation, and potentially increase overall academic achievement.
Author: María Isabel de Vicente-Yagüe Jara
Publisher: Frontiers Media SA
ISBN: 2832540953
Category : Science
Languages : en
Pages : 487
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Book Description
Author: Betsy Ng
Publisher: Springer Nature
ISBN: 9819978971
Category : Psychology
Languages : en
Pages : 371
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Book Description
This book approaches the field of socioemotional learning from the perspective of self-determination theory (SDT). The volume examines socioemotional learning (SEL) in schools, higher educational institutions, and workplaces. It is a timely work in its comprehensive presentation of a means of understanding motivation for one’s own work, the motivation of others, stress tolerance, team-working, conflict resolution, as well as dealing with critical situations. Socioemotional learning relates to competencies in a combination of behaviors, cognitions, and emotions that are essential for all individuals’ success, including educational and employment settings. This book presents the most comprehensive discussion of SDT perspectives on socioemotional learning in various domains, ranging from formal to informal settings. This book is an essential resource for social scientists, educators, and researchers working in education, organizational psychology, and family sociology.
Author: Judith L. Meece
Publisher: Routledge
ISBN: 1135283877
Category : Education
Languages : en
Pages : 534
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Book Description
Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
