Parental Influences on Achievement Motivation and Student Engagement

2009 ◽

Vol 111 (7) ◽

pp. 1665-1692 ◽

Cited By ~ 3

Author(s):

Sean Kelly ◽

Julianne Turner

Keyword(s):

Student Engagement ◽

Achievement Motivation ◽

Classroom Discourse ◽

Research Question ◽

Classroom Activity ◽

Low Achieving Students ◽

Activity Structure ◽

Mode Of Instruction ◽

Class Instruction ◽

Whole Class

Background/Context A common perspective found in the literature on classroom activity structures hypothesizes that a whole-class mode of instruction is linked with increased problems of achievement motivation for low-achieving students. If whole-class methods of instruction (e.g., recitation-style question-and-answer sessions) are rich in evaluation and foster social comparisons among students, low-achieving students may become disengaged in an effort to avoid negative evaluations. It is important to consider the evidence on activity structures and engagement carefully because this perspective represents a sweeping critique, concluding essentially that the predominant mode of instruction in American schools is detrimental to achieving widespread educational success. Purpose/Objective/Research Question/Focus of Study Are whole-class modes of instruction linked with increased problems of achievement motivation and disengagement for low-achieving students? Research Design This study is a review of research on the association between student engagement and activity structure. We review both quantitative and qualitative studies investigating the link between activity structure and student engagement, with an emphasis on studies that identify an interaction between students’ level of achievement, activity structure, and engagement. In interpreting the evidence, we focus on studies of classroom discourse—particularly studies of dialogic and scaffolding instruction, which illustrate variability in the effects of whole-class instruction on student engagement. Conclusions/Recommendations Although many relationships between motivational climates and levels of engagement have been clearly documented, we find no conclusive evidence of a link between whole-class instruction and disengagement among low-achieving students. Research on classroom discourse illustrates that the activities that constitute whole-class instruction are not inherently problematic for low-achieving students and can, in fact, promote engagement.

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Exploring achievement motivation, student engagement, and learning outcomes for STEM college students in Taiwan through the lenses of gender differences and multiple pathways

Research in Science & Technological Education ◽

10.1080/02635143.2021.1983796 ◽

2022 ◽

pp. 1-16

Author(s):

Tzu-Ling Hsieh ◽

Patricia Yu

Keyword(s):

College Students ◽

Gender Differences ◽

Student Engagement ◽

Learning Outcomes ◽

Achievement Motivation

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The Role of Teacher-Student Interpersonal Relations in Flipped Learning on Student Engagement

Frontiers in Psychology ◽

10.3389/fpsyg.2021.741810 ◽

2021 ◽

Vol 12 ◽

Author(s):

Ruiguang Li

Keyword(s):

Student Engagement ◽

Interpersonal Relationships ◽

Achievement Motivation ◽

Interpersonal Relations ◽

Educational Achievement ◽

Flipped Learning ◽

Student Interactions ◽

Teacher Student ◽

Learning Path

Education, in essence, is an interactive activity in which teacher and student interactions construct a learning path to raise knowledge. However, it is evident that this learning path is not merely cognitive. Thus, the role of interpersonal relationships should not be taken for granted. Teacher-student relationships are among the salient factors in effective teaching. Factors such as these trigger achievement, motivation, and engagement in students (Martin and Dowson, 2009), with student engagement in particular seeming like the keystone for educational achievement. One relative innovation that promotes student engagement and undertakes more effective learning and deeper knowledge of the materials is flipped learning (Kim, 2017). This theoretical review article was written to enlighten scholars, teachers, and learners with key concepts in interpersonal relations and their roles on student engagement in the context of flipped learning. In this study, some pedagogical implications were presented with the prospect of edifying the practice of teachers, students, and syllabus designers.

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A Latent State-Trait Analysis of Current Achievement Motivation Across Different Tasks of Cognitive Ability

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000289 ◽

2017 ◽

Vol 33 (5) ◽

pp. 318-327

Author(s):

Philipp Alexander Freund ◽

Vanessa Katharina Jaensch ◽

Franzis Preckel

Keyword(s):

Cognitive Ability ◽

Task Performance ◽

Achievement Motivation ◽

Fear Of Failure ◽

Specific Task ◽

Test Taker ◽

Specific Interest ◽

Probability Of Success ◽

Ability Tests ◽

Perceived Challenge

Abstract. The current study investigates the behavior of task-specific, current achievement motivation (CAM: interest in the task, probability of success, perceived challenge, and fear of failure) across a variety of reasoning tasks featuring verbal, numerical, and figural content. CAM is conceptualized as a state-like variable, and in order to assess the relative stability of the four CAM variables across different tasks, latent state trait analyses are conducted. The major findings indicate that the degree of challenge a test taker experiences and the fear of failing a given task appear to be relatively stable regardless of the specific task utilized, whereas interest and probability of success are more directly influenced by task-specific characteristics and demands. Furthermore, task performance is related to task-specific interest and probability of success. We discuss the implications and benefits of these results with regard to the use of cognitive ability tests in general. Importantly, taking motivational differences between test takers into account appears to offer valuable information which helps to explain differences in task performance.

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