Igniting Students' Inner Determination: The Role of a Self-Regulated Climate

Autor/inn/en	Adams, Curt M.; Khojasteh, Jam
Titel	Igniting Students' Inner Determination: The Role of a Self-Regulated Climate
Quelle	(2017), (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Metacognition; Self Determination; Educational Environment; Well Being; Psychological Patterns; Academic Persistence; Academic Achievement; Correlation; Educational Experience; Self Concept; Personal Autonomy; Student Attitudes; Grade 5; Grade 8; Grade 11; Metropolitan Areas; Elementary School Students; Middle School Students; High School Students; Measurement; Competence; Personality Traits + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbestimmung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Well-being; Wellness; Wohlbefinden; Schulleistung; Korrelation; Bildungserfahrung; Selbstkonzept; Individuelle Autonomie; Schülerverhalten; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Ballungsraum; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Messverfahren; Kompetenz; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	This study draws on self-determination theory to conceptualize a type of school climate that has consequences for the social, emotional, and cognitive well-being of students. We argue that a self-regulated climate emerges through a general pattern of interactions that students experience as supporting their psychological needs. For the empirical part of the study, a hypothesized model is tested whereby the latent self-regulated climate variable is predicted to work through student identification with school to influence student grit. Findings support the hypothesis that autonomy-support, competence-support, and relational-support are integrated and combine to shape experiences that align with student psychological needs. Additionally, students who experienced a self-regulated climate were also more likely to identify with school and expressed higher grit toward academic pursuits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01