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Title
Relations between classroom disciplinary problems and student motivation. Achievement as a potential mediator?
Authors GND-ID ORCID; GND-ID ORCID; GND-ID
SourceLearning and instruction 39 (2015), S. 184-193 ZDB
Document  (394 KB) (formally and content revised edition)
License of the document Lizenz-Logo 
Keywords (German)Datenanalyse; Deutschland; Deutschunterricht; Disziplin <Ordnung>; Einflussfaktor; Geschlechtsspezifischer Unterschied; Grundschüler; Hypothese; IGLU <Internationale Grundschul-Lese-Untersuchung>; Klassenführung; Kompetenz; Motivation; Mündliche Leistung; Prüfungsangst; Schüler; Schülerleistung; Schulklasse; Schwierigkeit; Selbsteinschätzung
sub-disciplineEmpirical Educational Research
Educational Psychology
Document typeArticle (journal)
ISSN0959-4752
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):This study examined the relation between classroom disciplinary problems in language classes, student achievement, and three facets of student motivation: competence self-perceptions, test anxiety, and engagement. The analyses were conducted with the German sample from the Progress in International Reading Literacy Study (PIRLS) 2006 (N = 7899). The results demonstrated that discipline problems are directly and negatively related to achievement and to all motivation constructs considered. In most cases, the relation between classroom disciplinary problems and motivation constructs was mediated by verbal achievement. Boys were found to report more frequent discipline problems in classrooms than girls. This study contributes to research by assessing the impact of classroom disciplinary problems using doubly latent multilevel structural equation models in order to properly disaggregate effects occurring at the student, versus classroom level. (DIPF/Orig.)
additional URLsDOI: 10.1016/j.learninstruc.2015.07.001
StatisticsNumber of document requests Number of document requests
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Date of publication01.11.2019
CitationArens, A. Katrin; Morin, Alexandre J. S.; Watermann, Rainer: Relations between classroom disciplinary problems and student motivation. Achievement as a potential mediator? - In: Learning and instruction 39 (2015), S. 184-193 - URN: urn:nbn:de:0111-pedocs-174793 - DOI: 10.25656/01:17479
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