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Autor*innen: Theis, Désirée; Sauerwein, Markus; Fischer, Natalie
Titel: Perceived quality of instruction. The relationship among indicators of students' basic needs, mastery goals, and academic achievement
In: British Journal of Educational Psychology, 90 (2020) S1, S. 176-192
DOI: 10.1111/bjep.12313
URN: urn:nbn:de:0111-pedocs-236767
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-236767
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schüler; Übergang; Grundschule; Weiterführende Schule; Schuljahr 05; Können; Selbstkonzept; Deutschunterricht; Schülerleistung; Lernumgebung; Leistungsmotivation; Unterrichtsgestaltung; Bedarf; Datenanalyse; Korrelationsanalyse; Deutschland
Abstract (english): Background: Students' mastery goals are positively related to adaptive learning behaviour. Moreover, these goals often mediate the relation between perceived classroom characteristics and academic achievement. Research generally shows a decline of academic achievement and mastery goals after transition to middle school. Creating a learning environment at middleschool according to students' basic needs for autonomy, competence, and social relatednessmight help to reduce these declines. However, little is known about the relationship between perceived fulfilment of needs, mastery goals, and academic achievement.
Aims. We investigate the relationship between indicators of students' perceivedfulfilment of needs and their graded performance to determine whether the connection isindirect via mastery goals.
Sample.We surveyed 2,105 students during the first year in middle school.
Methods: We assessed the amount of the students'perceived autonomy, recognition of competence and support from the teacher(as indicators of competence and social relatedness) in class, their mastery goals, and their grades. Multilevel models were calculated.
Results: Perceived fulfilment of needs correlated significantly with mastery goals andgraded performance. Mastery goals predicted graded performance; however, when perceived fulfilment of needs and mastery goals were analysed simultaneously, the correlation between mastery goals and graded performance was no longer significant.There was no indirect relation between perceived fulfilment of needs and gradedperformance via mastery goals.
Conclusions: Results indicate that creating the learning environment according to thestudents' basic needs is positively related to their mastery goals and graded performanceduring the first year at middle school. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation