Social supports from teachers and peers as predictors of academic and social motivation

Wentzel, Kathryn R.; Battle, Ann; Russell, Shannon L.; Looney, L.

doi:10.1016/j.cedpsych.2010.03.002

Cited by 529 publications

(423 citation statements)

References 43 publications

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“…Research suggests that particular aspects of instructional quality in mathematics classrooms such as classroom management, classroom climate, and cognitive activation relate to students' attitudes and emotions concerning mathematics [10][11][12]. Although a vast number of previous studies consider characteristics of instruction and their impact on learning [13][14][15][16], individual differences in students' perceptions of instructional quality in their mathematics classrooms are explored less frequently. However, it is important to address individual differences as students' learning success depends highly on the level of adaptability of learning environments to students' individual needs [17,18].…”

Section: Introductionmentioning

confidence: 99%

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Lazarides

Ittel

2012

Child Development Research

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Using a person-centered research approach, the present study explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics. Drawing on data collected from 425 high school students from ten schools in Berlin, Germany (male: 53.2%; female: 46.3%), latent class analyses (LCA) revealed four distinct patterns of perceived quality of instruction. Almost half of the sample (46%) had a high likelihood of perceiving an overall low quality in mathematics classes. Those students reported particular low self-concept and interest in mathematics. Compared to male students, female students were significantly more likely to belong to this "challenging pattern." Consequences for educational practice are discussed and suggest that instruction in mathematics should take into account learners' highly individual ways of perceiving and evaluating their learning environment.

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Section: Introductionmentioning

confidence: 99%

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Lazarides

Ittel

2012

Child Development Research

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“…In addition, social connections to peers may provide support and resources to compensate for a lack of a close teacher-student relationship. Finally, future research should examine not only the emotional dimensions of the teacher-student relationship (as in this study) but the academic dimensions that may predict engagement as well (e.g., teacher expectations, academic guidance; Rosenthal & Jacobson, 1968;Wentzel et al, 2010).…”

Section: Individual Relationships With Teachers and Peers: Predictingmentioning

confidence: 99%

“…Yet, initial evidence from samples of young children and adolescents (not elementary age students) suggests both teacher-student and peer relationships uniquely contribute to students' behavioral engagement (Ladd et al, 1999;Wentzel et al, 2010). Teacher-student relationship quality and peer connections are correlated in middle childhood and independently influence behavioral engagement (Hughes & Kwok, 2006;Ladd et al, 1999).…”

Section: Supportive Social Processes: Role Of Individual Relationshipmentioning

confidence: 99%

“…Classroom researchers also propose that the overall quality of classroom interactions (i.e., classroom quality)-or the effectiveness of the emotional, instructional, and behavioral interactions in the classroom--promotes or constrains learning (Hamre & Pianta, 2010;Pianta, Hamre & Allen, 2012). These social processes coexist in classrooms and may have unique and combined influences on students' outcomes (Gest & Rodkin, 2011;Pianta et al, 2012;Wentzel, Battle, Russell & Looney, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Kim

Cappella

2016

American J of Comm Psychol

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Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.

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“…Thirdly, our focus on the high school population (ages 14-18) in the core stage of middle and late adolescence is a critical developmental level for research on social goals. The majority of past research on social goals has focused largely on elementary and middle school students (e.g., Anderman, 1999;Kiefer et al, 2013;Mouratidis & Sideridis, 2009;Rodkin et al, 2012;Ryan et al, 1997;Ryan & Shim, 2008;Shim et al, 2013;Wentzel et al, 2010;Wentzel, Baker, & Russell, 2012) and to a lesser extent on college students (Gable, 2006;Horst et al, 2007;Ryan & Shim, 2006;Shim & Ryan, 2012). The few studies on high school-aged students' social goals (e.g., Jarvinen & Nicholls, 1996;Roussel et al, 2011) did not use the development vs. demonstration social achievement goal conceptualization.…”

Section: Current Studymentioning

confidence: 99%

The role of goal structures and peer climate in trajectories of social achievement goals during high school.

Makara

Madjar

2015

Developmental Psychology

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Students’ social goals—reasons for engaging in interpersonal relationships with peers—are consequential for students’ interactions with their peers at school and for their well-being. Despite the salience of peer relationships during adolescence, research on social goals is generally lacking compared with academic goals, and it is unknown how these social goals develop over time, especially among high school students. The aim of the study was to assess trajectories of students’ social goals and to determine how relevant individual and contextual variables predicted initial levels and trajectories of students’ social goals. Participants were 9th through 12th grade students (N = 526) attending a U.S. high school. Students filled out surveys of their social goals (social development, social demonstration-approach, and social demonstration-avoidance) 6 times across 2 school years. Nonlinear growth curve analyses and piecewise growth curve analyses were used to assess trajectories of social goals across time. Students’ initial levels of social goals differed based on their gender, grade level, prior achievement, and perceptions of classroom goals structures and peer climate. Furthermore, despite substantial stability over time, the shapes of these goal trajectories were predicted by students’ gender, grade level, and perceptions of classroom goal structures and peer climate. In particular, students who perceived an increase in performance-avoidance classroom goals maintained higher demonstration social goals and decreased in developmental social goals over time, and students who perceived an increase in positive peer climate decreased in demonstration-avoidance social goals. Implications and directions for future research on social goals are discussed.

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Social supports from teachers and peers as predictors of academic and social motivation

Cited by 529 publications

References 43 publications

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

The role of goal structures and peer climate in trajectories of social achievement goals during high school.

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