Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement

Helen Patrick, Allison M. Ryan, Avi Kaplan

Research output: Contribution to journalArticlepeer-review

558 Scopus citations

Abstract

This research examined whether 5th-grade students' (N = 602) perceptions of the classroom social environment (teacher support, promotion of mutual respect, promotion of task-related interaction, student support) were related to their engagement in the classroom (self-regulation and task-related interaction) and whether those relations were mediated by personal motivational beliefs (mastery goals, academic and social efficacy). Teacher support, promotion of interaction, and student support were related to both types of engagement, and those relations were fully or partially mediated by motivational beliefs. Relations with promoting mutual respect were not significant.

Original languageEnglish
Pages (from-to)83-98
Number of pages16
JournalJournal of Educational Psychology
Volume99
Issue number1
DOIs
StatePublished - 1 Feb 2007

Keywords

  • 5th-grade students
  • Achievement goal theory
  • Classroom environment
  • Engagement
  • Motivation
  • Social environment
  • Teacher support

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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