Literaturnachweis - Detailanzeige
| Autor/inn/en | Lazarides, Rebecca; Rohowski, Susanne; Ohlemann, Svenja; Ittel, Angela |
|---|---|
| Titel | The Role of Classroom Characteristics for Students' Motivation and Career Exploration |
| Quelle | In: Educational Psychology, 36 (2016) 5, S.992-1008 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| DOI | 10.1080/01443410.2015.1093608 |
| Schlagwörter | Foreign Countries; Classroom Environment; Student Motivation; Career Exploration; Vocational Education; Secondary School Students; Structural Equation Models; Personal Autonomy; Competence; Gender Differences; Age Differences; Academic Achievement; Sense of Community; Likert Scales; Questionnaires; Germany (Berlin) |
| Abstract | This study focused on students enrolled in obligatory vocational education courses in German secondary schools that aim to support students' career exploration. The study examined the relations between student-perceived classroom characteristics (support for autonomy, competence and relatedness), students' intrinsic motivation and their career exploration (self- and environmental exploration). Data were analysed from 1780 seventh- to tenth-graders (boys: 54.2%) from 13 German secondary schools. The structural equation modelling results revealed that student-perceived support for autonomy, competence and relatedness in class was significantly positively related to their intrinsic motivation and self-exploration. Student-perceived support for competence was significantly positively related to environment exploration. Student-perceived relatedness in class was significantly positively related to their achievement. Intrinsic motivation was significantly positively related to self- and environment exploration and achievement. The results showed that the paths within the tested model varied for boys and girls. Findings are discussed in relation to their implications for career preparation in school, as well as related to gendered motivational processes. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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