Longitudinal Effects of Student-Perceived Classroom Support on Motivation
- This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significantThis two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms.…
Author details: | Rebecca LazaridesORCiDGND, Diana Raufelder |
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DOI: | https://doi.org/10.3389/fpsyg.2017.00417 |
ISSN: | 1664-1078 |
Title of parent work (English): | Frontiers in psychology |
Subtitle (English): | A Latent Change Model |
Publisher: | Frontiers Research Foundation |
Place of publishing: | Lausanne |
Publication type: | Article |
Language: | English |
Date of first publication: | 2017/03/22 |
Publication year: | 2017 |
Release date: | 2017/05/11 |
Tag: | adolescence; autonomy; classroom characteristics; competence; latent change model; motivation; relatedness |
Volume: | 8 |
Funding institution: | Universität Potsdam, Publikationsfonds |
Funding number: | PA 2017_14 |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften |
DDC classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Peer review: | Referiert |
Grantor: | Publikationsfonds der Universität Potsdam |
Publishing method: | Open Access |
License (German): | CC-BY - Namensnennung 4.0 International |
External remark: | Zweitveröffentlichung in der Schriftenreihe Postprints der Universität Potsdam : Humanwissenschaftliche Reihe ; 321 |