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ERIC Number: EJ1113936
Record Type: Journal
Publication Date: 2016-Oct
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0256-2928
The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science
Tas, Yasemin
European Journal of Psychology of Education, v31 n4 p557-577 Oct 2016
This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical multiple regression analyses were conducted on the dependent variables of cognitive, behavioral, emotional, and agentic engagement. The results indicated that engagement components were positively predicted by most of the perceived learning environment variables, while motivational factors had some differential predictive effects on engagement components. The predictor variables explained 26, 28, 33, and 30% of the variance in the cognitive, behavioral, emotional, and agentic engagement components, respectively.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A