Emotional and Motivational Engagement at School Transition: A Qualitative Stage-Environment Fit Study

Autor/inn/en	Symonds, Jennifer; Hargreaves, Linda
Titel	Emotional and Motivational Engagement at School Transition: A Qualitative Stage-Environment Fit Study
Quelle	In: Journal of Early Adolescence, 36 (2016) 1, S.54-85 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431614556348
Schlagwörter	Learner Engagement; Qualitative Research; Self Concept; Friendship; Student Motivation; Student Adjustment; Models; Psychology; Personality Theories; Student School Relationship; Developmental Tasks; Classroom Environment; Middle School Students; Foreign Countries; Elementary School Students; Middle Schools; Likert Scales; Puberty; Student Attitudes; Interviews; Statistical Analysis; Computer Software; United Kingdom + Suchen Sie Ihr Suchwort? Qualitative Forschung; Selbstkonzept; Freundschaft; Schulische Motivation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Analogiemodell; Psychologie; Personality theory; Persönlichkeitstheorie; Schüler-Lehrer-Beziehung; Entwicklungsaufgabe; Klassenklima; Unterrichtsklima; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Ausland; Likert-Skala; Pubertät; Schülerverhalten; Interviewing; Interviewtechnik; Statistische Analyse; Großbritannien
Abstract	Adolescents typically like school less after making age-graded school transitions. Stage-environment fit theory (Eccles & Midgley, 1989) attributes this to a mismatch between developmental needs and new school environments. Our in vivo study provides a basis for future quantitative designs by uncovering the most prevalent stage-environment interactions in adolescents' descriptions about school. Across one school year, adolescents discussed their emotional and motivational engagement. Emotional engagement (i.e., liking) was mainly based on adolescents' emotions interacting with their daily experiences of teachers, peers, and lessons. In comparison, motivational engagement (i.e., value) was attributed to distal interactions between the self-concept and school as a gateway to friendships and a career. Because unique stage-environment interactions occurred for each engagement type and adolescents felt simultaneously engaged and disengaged, we recommend finer grained analyses of measured engagement. Finally, we argue for discerning time periods of preparing for, encountering, and adapting to new environments in stage-environment fit models, in our proposed model of transition phase psychology. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01