Mendoza Norman B, Yan Zi, King Ronnel B
Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong SAR, China.
Faculty of Education, Centre for the Enhancement of Teaching & Learning, The University of Hong Kong, Hong Kong SAR, China.
Eur J Psychol Educ. 2023;38(2):607-630. doi: 10.1007/s10212-022-00620-1. Epub 2022 May 19.
The self-system model of motivational development was used in this study to examine whether and how student motivation and self-assessment practices-as psychological and behavioural mechanisms, respectively-link need-supportive teaching to students' objective achievement scores in English language learning. We applied a multilevel mediation analysis on Rasch-calibrated data from 796 students (53% females; mean age = 14.12, = 1.51) nested within 30 classes (mean class size = 26.53) in a secondary school in the Philippines. We collected all predictor variables (i.e. need-supportive teaching, motivation, self-assessment practice) in time 1, while achievement scores were collected eight weeks later (time 2). Lower-level mediation results show that students' perceptions of involved teaching and structured teaching are associated with higher controlled motivation and autonomous motivation. Furthermore, only autonomous motivation was associated with higher achievement in time 2. Self-assessment practice significantly mediated the link between both controlled and autonomous motivation to achievement. These results held while controlling for age, gender, and socioeconomic status. Hence, involved teaching and structured teaching correlated with higher motivation and increased self-assessment practice, which, in turn, leads to higher achievement in English language learning. The findings highlight that motivation and self-assessment practices are psychological and behavioural pathways that can theoretically and empirically explain how need-supportive teaching practices impact student achievement in a specific subject. Implications and directions for future research are discussed.
本研究采用动机发展的自我系统模型，以检验学生动机和自我评估实践（分别作为心理和行为机制）是否以及如何将支持需求的教学与学生在英语学习中的客观成绩联系起来。我们对来自菲律宾一所中学30个班级（平均班级规模为26.53人）的796名学生（53%为女生；平均年龄 = 14.12岁，标准差 = 1.51）的Rasch校准数据进行了多层次中介分析。我们在时间1收集了所有预测变量（即支持需求的教学、动机、自我评估实践），而成绩分数在八周后（时间2）收集。较低层次的中介结果表明，学生对参与式教学和结构化教学的认知与较高的受控动机和自主动机相关。此外，只有自主动机与时间2的较高成绩相关。自我评估实践显著中介了受控动机和自主动机与成绩之间的联系。在控制年龄、性别和社会经济地位的情况下，这些结果依然成立。因此，参与式教学和结构化教学与较高的动机和增加的自我评估实践相关，进而导致英语学习成绩提高。研究结果突出表明，动机和自我评估实践是心理和行为途径，在理论和实证上都可以解释支持需求的教学实践如何影响学生在特定学科中的成绩。文中还讨论了对未来研究的启示和方向。
