Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice

Abstract

In this review, we scope the role of interpersonal relationships in students’ academic motivation, engagement, and achievement. We argue that achievement motivation theory, current issues, and educational practice can be conceptualized in relational terms. Influential theorizing, including attribution theory, expectancy-value theory, goal theory, self-determination theory, self-efficacy theory, and self-worth motivation theory, is reviewed in the context of the role of significant others in young people’s academic lives. Implications for educational practice are examined in the light of these theoretical perspectives and their component constructs and mechanisms. A trilevel framework is proposed as an integrative and relationally based response to enhance students’ motivation, engagement, and achievement. This framework encompasses student-level action (universal programs and intervention, targeted programs for at-risk populations, extracurricular activity, cooperative learning, and mentoring), teacher- and classroom-level action (connective instruction, professional development, teacher retention, teacher training, and classroom composition), and school-level action (school as community and effective leadership).

The effect of social network sites on adolescents' social and academic development: Current theories and controversies

“…As noted in this review, much of the research on SNS suggests that as students more frequently interact with their network, they develop higher quality relationships with others. Education researchers who examine the social context of learning in areas such as out-of-school time, extracurricular activity, and classroom climate also find a link between high-quality relationships, students' academic engagement, and achievement (Eccles & Templeton, 2002;Feldman & Matjasko, 2005;Martin & Dowson, 2009).…”

“…When teachers, parents, and friends model the kinds of behavior that lead to academic success (i.e., study habits or information seeking), a student subsequently feels more capable about achieving success. Martin and Dowson (2009) observe that high-quality relationships with adults, teachers, and peers impact these social learning mechanisms. These theories also highlight the educational impact of SNS.…”

“…What interactions in SNS might a researcher expect to affect student engagement? Martin and Dowson (2009) offer some hypotheses culled from a variety of social learning theories such as expectancy theory, goal theory, self-determination theory, and self-efficacy. Expectancy theory and goal theory suggests that one's peers communicate which behaviors and goals are of value.…”

Teacher’s behaviour towards students’ motivation practice

“…When teachers treat students with care and affection, students will have feeling of belonging to school. As a result, a connection between students and teachers would be well established and feeling safe at school would also be increased [2]. When such things occur, the success of teaching and learning process would be successfully achieved and the goal of education would be easily obtained.…”

Aprendizado autorregulado em contabilidade: uma análise comparativa entre discentes de modalidade presencial e a distância

“…O aprendizado em contabilidade necessita utilizar atributos que promovam a independência dos estudantes, ainda na graduação, de modo que posteriores alterações na mensuração, reconhecimento e divulgação das normas contábeis sejam aprendidas sem grandes dificuldades, e, desse modo, criar perspectivas para o preparo dos alunos para a vida profissional, principalmente nas atividades de aprender, manter habilidades e buscar o conhecimento (Schleifer & Dull, 2009;Martin & Dowson, 2009). Nesse contexto, torna-se imperioso ensinar os estudantes de contabilidade a aprender ou aprender a aprender, de modo a promover o desenvolvimento de habilidades autorregulatórias para um aprendizado permanente, recomendado por órgãos internacionais (AECC, 1990;AICPA, 2000) ao contador e desejável ao sucesso profissional.…”