Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.
作者： Ellen A. Skinner , Michael J. Belmont
DOI: 10.1037/0022-0663.85.4.571
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摘要: On the basis of a new model of motivation, we examined the effects of 3 dimensions of teacher (n= 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3–5) behavioral and emotional engagement across a school year. Correlational and path analyses revealed that teacher involvement was central to children's experiences in the classroom and that teacher provision of both autonomy support and optimal structure predicted children's motivation across the school year. Reciprocal effects of student …
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