Classroom composition and language minority students' motivation in language lessons.

Autor/inn/en	Rjosk, Camilla; Richter, Dirk; Hochweber, Jan; Lüdtke, Oliver; Stanat, Petra
Titel	Classroom composition and language minority students' motivation in language lessons.
Quelle	In: Journal of educational psychology, 107 (2015) 4, S. 1171-1185Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000035
Schlagwörter	Schule; Lernen; Sprachfertigkeit; Zweitsprache; Leistung; Minderheit
Abstract	Investigated the effects of the proportion of language minority students in classrooms on the development of students' intrinsic motivation in language lessons and the mediating role of instructional climate (e.g., teacher support, focus on student interests). In addition, the interaction between the proportion of language minority students and individual language background affecting students' motivation was explored. Analyses were based on data collected in 352 German 9th-grade classrooms across 2 measurement points in a multilevel framework. Results revealed that students in classrooms with a higher proportion of language minority students were more intrinsically motivated to learn. However, no statistical evidence for the prediction that the compositional effect should be mediated by the instructional climate in the classroom was found. Cross-level interaction analyses revealed that only language minority students were increasingly motivated in classrooms with a higher proportion of language minority students. These findings add to the growing evidence indicating that the nature and quality of the social environment are important determinants of school-related motivation. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2016/4