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Full-Text Articles in Education
Teachers’ Perceptions Of Motivational Support In Middle School Classrooms: A Multiple Case Study, Cherie Marlene Gibson
Teachers’ Perceptions Of Motivational Support In Middle School Classrooms: A Multiple Case Study, Cherie Marlene Gibson
UNLV Theses, Dissertations, Professional Papers, and Capstones
Student motivation is central to educational outcomes such as achievement, engagement, well-being, and educational attainment. Current trends in education show that students’ overall level and quality of motivation decline throughout the years of schooling, particularly in middle school. Framed by Self-Determination Theory (SDT), the purpose of this multiple case study is to understand how teachers support the fulfillment of student’s basic psychological needs for autonomy, competence, and relatedness which is required for active engagement, positive school functioning, and self-determined forms of motivation. Teachers’ sense of efficacy and conceptualizations of their role in supporting their students’ motivational needs were also examined. …
Agentic Engagement, Teacher Support, And Classmate Relatedness— A Reciprocal Path To Student Achievement, Curt Ryan Wakefield
Agentic Engagement, Teacher Support, And Classmate Relatedness— A Reciprocal Path To Student Achievement, Curt Ryan Wakefield
UNLV Theses, Dissertations, Professional Papers, and Capstones
The present study is informed by self-determination theory and explores the relatively new construct of agentic engagement. Measures of agentic engagement, teacher support for autonomy and competence, and relatedness (teacher and classmate) were collected from 172 high-school students in a three wave short term longitudinal design. Regression statistics demonstrated that (a) initial students’ agentic engagement predicted perceived teacher autonomy and perceived teacher relatedness, (b) perceived teacher autonomy, perceived competence, perceived teacher relatedness and perceived classmate support predicted agentic engagement at the end of the semester and (c) reciprocally mid-semester agentic engagement predicted perceived teacher relatedness at the end of the …