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.1171-1185 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000035
Schlagwörter	Language Minorities; Student Motivation; Foreign Countries; Student Interests; Role; Educational Environment; Learning Motivation; Statistical Analysis; Prediction; Grade 9; High School Students; Native Language; Interaction Process Analysis; German; Second Language Learning; Achievement Tests; Socioeconomic Status; Structural Equation Models; Goodness of Fit; Germany + Suchen Sie Ihr Suchwort? Sprachminderheit; Schulische Motivation; Ausland; Studieninteresse; Rollen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Motivation for studies; Lernmotivation; Statistische Analyse; Vorhersage; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prozessanalyse; Deutscher; Zweitsprachenerwerb; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Socio-economic status; Sozioökonomischer Status; Deutschland
Abstract	In this study, we investigated 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, we explored the interaction between the proportion of language minority students and individual language background affecting students' motivation. Analyses were based on data collected in 352 German 9th-grade classrooms across 2 measurement points in a multilevel framework. We found that students in classrooms with a higher proportion of language minority students were more intrinsically motivated to learn. However, we found no statistical evidence for the prediction that the compositional effect should be mediated by the instructional climate in the classroom. Cross-level interaction analyses revealed that only language minority students were increasingly motivated in classrooms with a higher proportion of language minority students. Our findings add to the growing evidence indicating that the nature and quality of the social environment are important determinants of school-related motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01