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ERIC Number: EJ1082715
Record Type: Journal
Publication Date: 2015-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 83
ISBN: N/A
ISSN: ISSN-0022-0663
Classroom Composition and Language Minority Students' Motivation in Language Lessons
Rjosk, Camilla; Richter, Dirk; Hochweber, Jan; Lüdtke, Oliver; Stanat, Petra
Journal of Educational Psychology, v107 n4 p1171-1185 Nov 2015
In this study, we investigated effects of the proportion of language minority students in classrooms on the development of students' intrinsic motivation in language lessons and the mediating role of instructional climate (e.g., teacher support, focus on student interests). In addition, we explored the interaction between the proportion of language minority students and individual language background affecting students' motivation. Analyses were based on data collected in 352 German 9th-grade classrooms across 2 measurement points in a multilevel framework. We found that students in classrooms with a higher proportion of language minority students were more intrinsically motivated to learn. However, we found no statistical evidence for the prediction that the compositional effect should be mediated by the instructional climate in the classroom. Cross-level interaction analyses revealed that only language minority students were increasingly motivated in classrooms with a higher proportion of language minority students. Our findings add to the growing evidence indicating that the nature and quality of the social environment are important determinants of school-related motivation.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany