Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation [An article from: Contemporary Educational Psychology]

This digital document is a journal article from Contemporary Educational Psychology, published by Elsevier in 2004. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
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.