Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator?

被引：51

作者：

Arens, A. Katrin ^{[1
]}

Morin, Alexandre J. S. ^{[2
]}

Watermann, Rainer ^{[3
]}

机构：

[1] German Inst Int Educ Res, Berlin, Germany

[2] Australian Catholic Univ, Inst Posit Psychol & Educ, Sydney, NSW 2059, Australia

[3] Free Univ Berlin, Berlin, Germany

来源：

LEARNING AND INSTRUCTION | 2015年 / 39卷

基金：

澳大利亚研究理事会;

关键词：

Classroom management; Motivation; Achievement; Mediation; Gender; ACADEMIC SELF-CONCEPT; TEST ANXIETY; GENDER-DIFFERENCES; INTERNAL/EXTERNAL FRAME; FIT INDEXES; SCHOOL; MULTILEVEL; ENGAGEMENT; MODEL; PERCEPTIONS;

D O I：

10.1016/j.learninstruc.2015.07.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined the relation between classroom disciplinary problems in language classes, student achievement, and three facets of student motivation: competence self-perceptions, test anxiety, and engagement. The analyses were conducted with the German sample from the Progress in International Reading Literacy Study (PIRLS) 2006 (N = 7899). The results demonstrated that discipline problems are directly and negatively related to achievement and to all motivation constructs considered. In most cases, the relation between classroom disciplinary problems and motivation constructs was mediated by verbal achievement. Boys were found to report more frequent discipline problems in classrooms than girls. This study contributes to research by assessing the impact of classroom disciplinary problems using doubly latent multilevel structural equation models in order to properly disaggregate effects occurring at the student, versus classroom level. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：184 / 193

页数：10

共 56 条

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