The role of classroom characteristics for students’ motivation and career exploration

Longitudinal Effects of Student-Perceived Classroom Support on Motivation – A Latent Change Model

“…The findings of the study showed that only student-perceived support of competence and relatedness in class in grade 8 was significantly associated with students’ level of mastery goal orientation, effort, and intrinsic motivation in grade 8. In contrast to previous research ( Ciani et al, 2010 ; Lazarides et al, 2015 ), our findings indicated that student-perceived autonomy support was not significantly associated with students’ level of mastery goal orientation in grade 8 nor with the change in their mastery goal orientation, academic effort, and intrinsic motivation from grade 8 to grade 9. A possible explanation for this finding might be the fact that the effects of student-perceived autonomy support in class on students’ motivation may depend on the structured nature of classroom teaching ( Sierens et al, 2009 ), perceived competence ( Patall et al, 2014 ) and on students’ achievement level ( Fei-Yin Ng et al, 2004 ).…”

“…Research showed that students who perceive autonomy support in class also report high levels of intrinsic motivation ( Reeve et al, 2004 ; Lazarides et al, 2015 ) and mastery goal orientation ( Ciani et al, 2010 ). However, other studies showed that student-perceived autonomy support in class was not significantly associated with students’ academic outcomes, such as their academic effort ( Liukkonen et al, 2010 ; Raufelder et al, 2015 ).…”

“…Taken together, a large amount of studies focused on the relations between student-perceived support for autonomy, competence and relatedness in class on single aspects of students’ motivation such as their interest and intrinsic motivation ( Reeve et al, 2004 ; Lazarides et al, 2015 ), mastery goals ( Patrick et al, 2007 ; Ciani et al, 2010 ) or effort ( Trautwein and Lüdtke, 2009 ). However, a systematic longitudinal investigation of the joint effects of student-perceived classroom support on the development of cognitive, affective and behavioral dimensions of motivation is still needed.…”

“…It is further expected that changes in students’ mastery goal orientation would be associated with changes in their academic effort and intrinsic motivation (Hypothesis 2). Additionally, we assume that student-perceived support of competence, autonomy, and relatedness in class in grade 8 would positively predict the level (grade 8) and change (Δ grade 9–grade 8) in students’ mastery goal orientation ( Patrick et al, 2007 ; Ciani et al, 2010 ), academic effort ( Trautwein et al, 2009 ), and intrinsic motivation ( Lazarides et al, 2015 ) (Hypothesis 3). However, because studies have demonstrated that student-perceived autonomy support in class was not significantly associated with their effort ( Liukkonen et al, 2010 ), we expect student-perceived autonomy support in class to have weak effects on students’ academic effort.…”

Motivational sources of practical nursing students at risk of dropping out from vocational education and training

“…According to Hardre and Reeve (2003), the more teachers support students' autonomy, the more positive students' perceptions of autonomy and competence become, which in turn predicts their intentions to continue their studies. In addition, support for the need of relatedness and competence has also been shown to predict motivational outcomes (Lazarides, Rohowski, Ohlemann & Ittel, 2015), in a study by King (2015) peer rejection was related to disengagement from school and lower levels of achievement (see also Scheel et al, 2009). Another reason for low motivation is conflict between motivations (Grund, Brassler & Fries, 2014).…”