Influence of the motivational class climate on adolescents’ school engagement and their academic achievement

Enseñanza & Teaching

José Marcos BARRICA¹  Isabel ROMERO²  Melchor GUTIÉRREZ³  José Manuel TOMÁS⁴ 

[1] Departamento de Ciências da Educação do Instituto Superior de Ciências da Educação.;Universidade Katyavala Bwila;Universitat de Valencia;Universitat de València;

关键词: procesos educativos;    compromiso del alumno;    ambiente de clase;    motivación del alumno;    apoyo a la autonomía;    logro académico;   

DOI  :  10.14201/et20173512137

来源: DOAJ

【 摘 要 】

The scientific literature provides empirical evidence on the relationship between school engagement and numerous important variables of the adolescents’ educational context. The school engagement has been related, among other important constructs, with burnout of both teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom. Because of it, the aim of this study was to analyze the relationship between perceived motivational class climate and students’ academic achievement, with school engagement acting as a mediator. A sample of 2028 teenagers completed various instruments to measure the perception of motivational climate, perceived basic psychological needs satisfaction, perceived autonomy support provided by the teacher, and academic achievement. The data were analyzed using a structural equation model with observed variables (path analysis). The results have shown a significant relationship between motivational climate and school engagement, and of this with academic achievement. It should also be highlighted the direct relationship of perceived competence and perceived autonomy support with perception of academic success. Of the three variables to be predicted (Portuguese and Mathematics marks and Academic success), the largest percentage of variance explained was the one of academic success. The results are discussed within the framework of achievement goal theory, the self-determined motivation, and in terms of contributing practical issues to adolescents’ teaching-learning process.

【 授权许可】

Unknown