Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation

被引：445

作者：

Greene, BA ^{[1
]}

Miller, RB ^{[1
]}

Crowson, HM ^{[1
]}

Duke, BL ^{[1
]}

Akey, KL ^{[1
]}

机构：

[1] Univ Oklahoma, Dept Educ Psychol, Norman, OK 73019 USA

来源：

CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 2004年 / 29卷 / 04期

关键词：

motivation for academic learning; perceptions of classroom structures; self-efficacy; perceived instrumentality; achievement goals;

D O I：

10.1016/j.cedpsych.2004.01.006

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Path analysis was used to test predictions of a model explaining the impact of students' perceptions of classroom structures (tasks, autonomy support and mastery and evaluation) on their self-efficacy, perceptions of the instrumentality of class work, and their achievement goals in a particular classroom setting. Additionally, the impact of self-efficacy, instrumentality, and goals on students' cognitive engagement and achievement was tested. There were 220 high school students who completed a series of questionnaires over a three-month period in their English classes. Data strongly supported the model demonstrating that student perceptions of classroom structures are important for their motivation. Also supported was the importance of perceiving the current class work as being instrumental for future success. Implications were discussed. (C) 2004 Elsevier Inc. All rights reserved.

引用

页码：462 / 482

页数：21

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