The contribution of perceived classroom learning environment and motivation to student engagement in science

TAŞ Y.

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, cilt.31, sa.4, ss.557-577, 2016 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 31 Sayı: 4
  • Basım Tarihi: 2016
  • Doi Numarası: 10.1007/s10212-016-0303-z
  • Dergi Adı: EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.557-577
  • Anahtar Kelimeler: Engagement, Perceived classroom learning environment, Motivation, Science, Middle school students, MIDDLE-SCHOOL, COGNITIVE ENGAGEMENT, ADOLESCENTS PERCEPTIONS, ACADEMIC-ACHIEVEMENT, SOCIAL-ENVIRONMENT, GOAL ORIENTATIONS, STRATEGY USE, BELIEFS, PATHWAYS, ISSUES
  • Atatürk Üniversitesi Adresli: Evet

Özet

This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical multiple regression analyses were conducted on the dependent variables of cognitive, behavioral, emotional, and agentic engagement. The results indicated that engagement components were positively predicted by most of the perceived learning environment variables, while motivational factors had some differential predictive effects on engagement components. The predictor variables explained 26, 28, 33, and 30 % of the variance in the cognitive, behavioral, emotional, and agentic engagement components, respectively.