Associations of Teacher Autonomy Support and Structure with Young Adolescents' Motivation, Engagement, Belonging, and Achievement

Autor/inn/en	Kiefer, Sarah M.; Pennington, Sarah
Titel	Associations of Teacher Autonomy Support and Structure with Young Adolescents' Motivation, Engagement, Belonging, and Achievement
Quelle	In: Middle Grades Research Journal, 11 (2017) 1, S.29-46 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Adolescent Attitudes; Student Motivation; Academic Achievement; Learner Engagement; Longitudinal Studies; Statistical Analysis; Middle School Students; Student Surveys; Likert Scales; Classroom Environment; Teacher Student Relationship; Correlation; Personal Autonomy; Student School Relationship; Gender Differences; Early Adolescents; Regression (Statistics) + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerbefragung; Likert-Skala; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Individuelle Autonomie; Schüler-Lehrer-Beziehung; Geschlechterkonflikt; Regression; Regressionsanalyse
Abstract	The purpose of this short-term longitudinal quantitative study was to gain a comprehensive understanding of the influence of teacher autonomy support and structure on young adolescents' academic motivation, classroom engagement, school belonging, and achievement. Middle school students (N = 209, 61% female) self-reported perceptions of teacher support (choice, respect, relevance), teacher structure (monitoring, expectations, help), academic motivation (intrinsic value), engagement (involved and disruptive behavior), school belonging, and semester grades in the fall and spring of the school year. Hierarchical regression findings indicated teacher support and structure influenced young adolescents' school functioning after controlling for prior adjustment, and that gender moderated associations. Teacher respect was related with involved behavior, and expectations were related with intrinsic value, belonging, and achievement. As expected, high levels of perceived support and structure were associated with higher levels of intrinsic value, involved behavior, and school belonging. Boys who perceived high levels of teacher respect and monitoring reported the lowest disruptive behavior and the highest semester grades. Boys who perceived high levels of teacher respect and help reported the lowest semester grades. Implications for middle grades educational research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01