Longitudinal effects of student-perceived classroom support on motivation. A latent change model.

Autor/inn/en	Lazarides, Rebecca; Raufelder, Diana
Titel	Longitudinal effects of student-perceived classroom support on motivation. A latent change model.
Quelle	In: Frontiers in psychology, 8 (2017) Art. 417, 11 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2017.00417
Schlagwörter	Adoleszenz; Schuljahr 08; Schuljahr 09; Sekundarstufe I; Sekundarschule; Sekundarbereich; Schulische Motivation; Lernmotivation; Lernumgebung; Motivation; Lernkompetenz; Lernziel; Kompetenzentwicklung; Unterstützung; Verbundenheit; Zielorientierung; Jugendlicher
Abstract	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 = 13.70, SD = 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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2