Literaturnachweis - Detailanzeige
Autor/inn/en | Park, Sira; Holloway, Susan D.; Arendtsz, Amanda; Bempechat, Janine; Li, Jin |
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Titel | What Makes Students Engaged in Learning? A Time-Use Study of within- and between-Individual Predictors of Emotional Engagement in Low-Performing High Schools |
Quelle | In: Journal of Youth and Adolescence, 41 (2012) 3, S.390-401 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0047-2891 |
DOI | 10.1007/s10964-011-9738-3 |
Schlagwörter | Psychological Needs; Academic Achievement; Grade 9; Learner Engagement; Predictor Variables; Role; Adolescents; Self Determination; Low Income; Personal Autonomy; Student Attitudes; Longitudinal Studies; Gender Differences; Race; Ethnicity; Educational Environment; Low Achievement; High School Students Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; Prädiktor; Rollen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstbestimmung; Niedriglohn; Individuelle Autonomie; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterdurchschnittliche Leistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin |
Abstract | Adolescents' emotional engagement plays a critical role in promoting their academic performance as well as overall psychological wellbeing. As a part of a 3-year longitudinal study, this study drew upon self-determination theory to examine three psychological predictors of emotional engagement within specific learning contexts. Ninety-four, low socioeconomic status (SES), ninth grade students (49% male; 32 Blacks, 30 Whites, and 32 Latinos) rated the perceived fulfillment of their autonomy, competence, and relatedness needs and their emotional engagement in learning settings at multiple time points over a 1-week period. Hierarchical linear modeling showed that the students' ratings of their psychological-need fulfillment and of their emotional engagement fluctuated over time and across contexts. After accounting for student gender, race/ethnicity, and prior achievement, we found that the fulfillment of each type of psychological need in a particular learning context was related to emotional engagement in that context (i.e., within-student level). The fulfillment of students' need for autonomy also was related to their emotional engagement at the aggregated level (i.e., between-student level). These findings illustrate how the psychological affordances of particular learning settings are associated with emotional engagement within and between students from low SES backgrounds. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |