Relations between classroom disciplinary problems and student motivation: achievement as a potential mediator?

Autor/inn/en	Arens, Anne Katrin; Morin, Alexandre J. S.; Watermann, Rainer
Titel	Relations between classroom disciplinary problems and student motivation: achievement as a potential mediator?
Quelle	In: Learning and instruction, (2015) 29, S. [184]-193Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Beigaben	Illustration
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2015.07.001
URN	urn:nbn:de:0111-pedocs-174793
Schlagwörter	Kompetenz; Hypothese; Selbsteinschätzung; Geschlechtsspezifischer Unterschied; Deutschland; Deutschunterricht; Grundschule; Motivation; Prüfungsangst; Schüler; Datenanalyse; Kompetenz; Selbsteinschätzung; Schulklasse; Hypothese; Schulklasse; Grundschule; Schüler; Disziplin (Ordnung); Mündliche Leistung; Schülerleistung; Prüfungsangst; Motivation; Klassenführung; Deutschunterricht; Datenanalyse; Einflussfaktor; Schwierigkeit; IGLU (Internationale Grundschul-Lese-Untersuchung); Deutschland
Abstract	This study examined the relation between classroom disciplinary problems in language classes, student achievement, and three facets of student motivation: competence self-perceptions, test anxiety, and engagement. The analyses were conducted with the German sample from the Progress in International Reading Literacy Study (PIRLS) 2006 (N = 7899). The results demonstrated that discipline problems are directly and negatively related to achievement and to all motivation constructs considered. In most cases, the relation between classroom disciplinary problems and motivation constructs was mediated by verbal achievement. Boys were found to report more frequent discipline problems in classrooms than girls. This study contributes to research by assessing the impact of classroom disciplinary problems using doubly latent multilevel structural equation models in order to properly disaggregate effects occurring at the student, versus classroom level. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/3