Perceived quality of instruction. The relationship among indicators of students' basic needs, mastery goals, and academic achievement.

Autor/inn/en	Theis, Désirée; Sauerwein, Markus; Fischer, Natalie
Titel	Perceived quality of instruction. The relationship among indicators of students' basic needs, mastery goals, and academic achievement.
Quelle	In: British journal of educational psychology, 90 (2020) S1, S. 176-192Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0007-0998; 2044-8279
DOI	10.25656/01:23676
URN	urn:nbn:de:0111-pedocs-236767
Schlagwörter	Korrelationsanalyse; Können; Selbstkonzept; Schuljahr 05; Übergang; Grundschule; Weiterführende Schule; Schüler; Schülerleistung; Leistungsmotivation; Lernumgebung; Unterrichtsgestaltung; Deutschunterricht; Datenanalyse; Bedarf; Deutschland
Abstract	Background: Students' mastery goals are positively related to adaptive learning behaviour. Moreover, these goals often mediate the relation between perceived classroom characteristics and academic achievement. Research generally shows a decline of academic achievement and mastery goals after transition to middle school. Creating a learning environment at middleschool according to students' basic needs for autonomy, competence, and social relatednessmight help to reduce these declines. However, little is known about the relationship between perceived fulfilment of needs, mastery goals, and academic achievement. Aims. We investigate the relationship between indicators of students' perceivedfulfilment of needs and their graded performance to determine whether the connection isindirect via mastery goals. Sample.We surveyed 2,105 students during the first year in middle school. Methods: We assessed the amount of the students'perceived autonomy, recognition of competence and support from the teacher(as indicators of competence and social relatedness) in class, their mastery goals, and their grades. Multilevel models were calculated. Results: Perceived fulfilment of needs correlated significantly with mastery goals andgraded performance. Mastery goals predicted graded performance; however, when perceived fulfilment of needs and mastery goals were analysed simultaneously, the correlation between mastery goals and graded performance was no longer significant.There was no indirect relation between perceived fulfilment of needs and gradedperformance via mastery goals. Conclusions: Results indicate that creating the learning environment according to thestudents' basic needs is positively related to their mastery goals and graded performanceduring the first year at middle school. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4