Lazarides Rebecca, Raufelder Diana
Department of Education, School Pedagogy, University of Potsdam Potsdam, Germany.
Department of Education, School Pedagogy, University of Greifswald Greifswald, Germany.
Front Psychol. 2017 Mar 22;8:417. doi: 10.3389/fpsyg.2017.00417. eCollection 2017.
This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 ( = 13.70, = 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students' academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students' perceptions of competence in class when aiming to enhance students' academic effort in secondary school classrooms.
这项两阶段纵向研究考察了在中学课堂上，学生对动机支持（自主性、能力和关联性支持）的感知如何预测学生掌握目标导向、学业努力和内在动机的发展变化。该研究扩展了先前的知识，即课堂上对动机支持与学生的内在动机相关，因为它关注了一组不同动机变量的发展变化以及这些变化与学生在课堂上对动机支持的感知之间的关系。因此，研究了课堂对学生动机发展的差异影响。对1088名德国学生进行了抽样评估，在学年开始时学生为八年级（平均年龄=13.70，标准差=0.53，女生占54%），在下一学年结束时学生为九年级时再次进行评估。潜在变化模型的结果显示，从八年级到九年级，掌握目标导向呈下降趋势，学业努力显著下降。内在动机在不同时间没有显著下降。学生在课堂上对能力的感知预测了学生学业努力的水平和变化。研究结果强调，当旨在提高中学课堂上学生的学业努力时，营造能增强学生在课堂上对能力感知的课堂学习环境是有益的。
