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ERIC Number: EJ735630
Record Type: Journal
Publication Date: 2004-Oct
Pages: 21
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0361-476X
Predicting High School Students' Cognitive Engagement and Achievement: Contributions of Classroom Perceptions and Motivation
Greene, Barbara A.; Miller, Raymond B.; Crowson, H. Michael; Duke, Bryan L.; Akey, Kristine L.
Contemporary Educational Psychology, v29 n4 p462-482 Oct 2004
Path analysis was used to test predictions of a model explaining the impact of students' perceptions of classroom structures (tasks, autonomy support and mastery and evaluation) on their self-efficacy, perceptions of the instrumentality of class work, and their achievement goals in a particular classroom setting. Additionally, the impact of self-efficacy, instrumentality, and goals on students' cognitive engagement and achievement was tested. There were 220 high school students who completed a series of questionnaires over a three-month period in their English classes. Data strongly supported the model demonstrating that student perceptions of classroom structures are important for their motivation. Also supported was the importance of perceiving the current class work as being instrumental for future success. Implications were discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED514996