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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-174793
DOI: 10.25656/01:17479; 10.1016/j.learninstruc.2015.07.001
URN: urn:nbn:de:0111-pedocs-174793
DOI: 10.25656/01:17479; 10.1016/j.learninstruc.2015.07.001
Titel |
Relations between classroom disciplinary problems and student motivation. Achievement as a potential mediator? |
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Autoren | Arens, A. Katrin ; Morin, Alexandre J. S. ; Watermann, Rainer |
Originalveröffentlichung | Learning and instruction 39 (2015), S. 184-193 |
Dokument | Volltext (394 KB) (formal und inhaltlich überarbeitete Version) |
Lizenz des Dokumentes | |
Schlagwörter (Deutsch) | 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 |
Teildisziplin | Empirische Bildungsforschung Pädagogische Psychologie |
Dokumentart | Aufsatz (Zeitschrift) |
ISSN | 0959-4752; 09594752 |
Sprache | Englisch |
Erscheinungsjahr | 2015 |
Begutachtungsstatus | Peer-Review |
Abstract (Englisch): | 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.) |
Statistik | Anzahl der Zugriffe auf dieses Dokument |
Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
Eintrag erfolgte am | 01.11.2019 |
Quellenangabe | Arens, 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; 10.1016/j.learninstruc.2015.07.001 |