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Autor:
Arens, A. Katrin; Morin, Alexandre J.S.; Watermann, Rainer:

Titel:
Relations between classroom disciplinary problems and student motivation
Achievement as a potential mediator?

Quelle:
In: Learning and Instruction, 39 (2015) , 184-193

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Datenanalyse, Deutschland, Deutschunterricht, Disziplin (Ordnung), Einflussfaktor, Geschlechtsspezifischer Unterschied, Grundschüler, Hypothese, IGLU (Internationale Grundschul-Lese-Untersuchung), Klassenführung, Kompetenz, Motivation, Mündliche Leistung, Prüfungsangst, Schüler, Schülerleistung, Schulklasse, Schwierigkeit, Selbsteinschätzung


Abstract(original):
This study examined the relation between classroom disciplinary problems in language classes, student achievement, and three facets of student motivation: competence self-perceptions, test anxiety, and engagement. The analyses were conducted with the German sample from the Progress in International Reading Literacy Study (PIRLS) 2006 (N = 7899). The results demonstrated that discipline problems are directly and negatively related to achievement and to all motivation constructs considered. In most cases, the relation between classroom disciplinary problems and motivation constructs was mediated by verbal achievement. Boys were found to report more frequent discipline problems in classrooms than girls. This study contributes to research by assessing the impact of classroom disciplinary problems using doubly latent multilevel structural equation models in order to properly disaggregate effects occurring at the student, versus classroom level. (DIPF/Orig.)


DIPF-Abteilung:
Bildung und Entwicklung

Notizen:

zuletzt verändert: 11.11.2016