期刊
SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
卷 52, 期 3, 页码 315-329出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00313830802025124
关键词
classroom social structure; motivational climates
This study investigates the relationship between students' perceptions of the social structure in the classroom and perceptions of the motivational climate among 1171 Norwegian eighth-grade students from 65 school classes. A multilevel approach was implemented to investigate relationships at the individual level as well as at the class level. Results showed that perceptions of motivational climates varied considerably more within than between school classes, as well as a general trend for students to perceive the motivational climate to be more mastery than performance oriented. Moreover, emphatic teacher involvement yielded the strongest positive association with perceptions of a mastery motivational climate, as well as the strongest negative association with perceptions of a performance motivational climate. Besides, a mastery motivational climate was also found to be associated with a certain amount of student influence, whereas the final aspect of social structure investigated, regulation, showed relatively weaker associations with students' perceptions of motivational climate.
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