Skip to main content

Advertisement

SpringerLink
Log in

The contribution of perceived classroom learning environment and motivation to student engagement in science

  • Published:
European Journal of Psychology of Education Aims and scope Submit manuscript

Abstract

This study investigated middle school students’ engagement in science in relation to students’ perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical multiple regression analyses were conducted on the dependent variables of cognitive, behavioral, emotional, and agentic engagement. The results indicated that engagement components were positively predicted by most of the perceived learning environment variables, while motivational factors had some differential predictive effects on engagement components. The predictor variables explained 26, 28, 33, and 30 % of the variance in the cognitive, behavioral, emotional, and agentic engagement components, respectively.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Ames, C. (1992). Classrooms: goals, structures, and student motivation. J Educ Psychol, 84, 261–271.

    Article  Google Scholar 

  • Anderman, E. R., & Midgley, C. (2004). Changes in self-reported academic cheating across the transition from middle school to high school. Contemp Educ Psychol, 29, 499–517.

    Article  Google Scholar 

  • Azevedo, R. (2015). Defining and measuring engagement and learning in science: conceptual, theoretical, methodological, and analytical issues. Educ Psychol, 50, 84–94.

    Article  Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educ Psychol, 32, 137–151.

    Article  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. NY: Plenum.

    Book  Google Scholar 

  • Dweck, C. S. (1986). Motivational processes affecting learning. Am Psychol, 41, 1040–1048.

    Article  Google Scholar 

  • Ferrell, A. (2012). Classroom social environments, motivational beliefs, and student engagement. USA: Unpublished doctoral dissertation, University of Southern California.

    Google Scholar 

  • Fraser, B. J. (1998). Classroom environment instruments development, validity and applications. Learn Environ Res, 1, 7–33.

    Article  Google Scholar 

  • Fraser, B. J., Fisher, D. L., & McRobbie, C. J. (1996). Development, validation, and use of personal and class forms of a new classroom environment instrument. New York: Paper presented at the annual meeting of the American Educational Research Association.

    Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. B., Friedel, J., & Paris, A. (2002). Increasing engagement in urban settings: an analysis of the influence of the social and academic context on student engagement. New Orleans: Paper presented at the annual meeting of the American Educational Research Association.

    Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Rev Educ Res, 74(1), 59–109.

    Article  Google Scholar 

  • Goodenow, C. (1993). Classroom belonging among early adolescent students: relationships to motivation and achievement. Journal of Early Adolescence, 13, 21–43.

    Article  Google Scholar 

  • Greene, B. A. (2015). Measuring cognitive engagement with self-report scales: reflections from over 20 years of research. Educ Psychol, 50, 14–30.

    Article  Google Scholar 

  • Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: contributions of classroom perceptions and motivation. Contemp Educ Psychol, 29, 462–482.

    Article  Google Scholar 

  • Hidiroglu, F. M. (2014). The role of perceived classroom goal structures, self-efficacy, and the student engagement in seventh grade students’ science achievement. Middle East Technical University, Turkey: Unpublished master’s thesis.

    Google Scholar 

  • Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally occurring classroom context. J Educ Psychol, 104, 1175–1188.

    Article  Google Scholar 

  • Kahraman, N., & Sungur, S. (2011). The contribution of motivational beliefs to students’ metacognitive strategy use. Education and Science, 36(160), 3–10.

    Google Scholar 

  • Kelloway, E. K. (1998). Using LISREL for structural equation modeling: a researcher’s guide. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Kingir, S., Tas, Y., Gok, G., & Sungur Vural, S. (2014). Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement. Research in Science & Technological Education, 31, 205–226.

    Article  Google Scholar 

  • Kline, R. B. (2004). Principles and practice of structural equation modeling (3rd ed.). NY: The Guilford Press.

    Google Scholar 

  • Lau, S., Liem, A. D., & Nie, Y. (2008). Task- and self-related pathways to deep learning: the mediating role of achievement goals, classroom attentiveness, and group participation. Br J Educ Psychol, 78, 639–662.

    Article  Google Scholar 

  • Lee, V. E., & Smith, J. B. (1993). Effects of school restructuring on the achievement and engagement of middle school students. Sociol Educ, 66, 164–187.

    Article  Google Scholar 

  • Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19(2), 119–137.

    Article  Google Scholar 

  • Marks, H. M. (2000). Student engagement in instructional activity: patterns in the elementary, middle, and high school years. Am Educ Res J, 37, 153–184.

    Article  Google Scholar 

  • Meece, J. L., Blumenfeld, P., & Hoyle, R. (1988). Students’ goal orientations and cognitive engagement in classroom activities. J Educ Psychol, 80, 514–523.

    Article  Google Scholar 

  • Miller, B. W. (2015). Using reading times and eye-movements to measure cognitive engagement. Educ Psychol, 50, 31–42.

    Article  Google Scholar 

  • Ministry of National Education. (2013). Primary and middle school science curricula (grades 3, 4, 5, 6, 7, and 8). Ankara.

    Google Scholar 

  • Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. J Educ Psychol, 88, 203–214.

    Article  Google Scholar 

  • Newmann, F., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11–39). New York: Teachers College Press.

    Google Scholar 

  • Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. J Educ Psychol, 99, 83–98.

    Article  Google Scholar 

  • Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemp Educ Psychol, 25, 92–104.

    Article  Google Scholar 

  • Pintrich, P. R. (2000b). Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. J Educ Psychol, 92, 544–555.

    Article  Google Scholar 

  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

    Google Scholar 

  • Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. J. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). NY: Springer.

    Chapter  Google Scholar 

  • Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: the concept of agentic engagement. J Educ Psychol, 105, 579–595.

    Article  Google Scholar 

  • Reeve, J., & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. J Educ Psychol, 106, 527–540.

    Article  Google Scholar 

  • Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemp Educ Psychol, 36, 257–267.

    Article  Google Scholar 

  • Renninger, K. A., & Bachrach, J. E. (2015). Studying triggers for interest and engagement using observational methods. Educ Psychol, 50, 58–69.

    Article  Google Scholar 

  • Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. J Educ Psychol, 104, 700–712.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol, 55, 68–78.

    Article  Google Scholar 

  • Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. Am Educ Res J, 38, 437–460.

    Article  Google Scholar 

  • Ryu, S., & Lombardi, D. (2015). Coding classroom interactions for collective and individual engagement. Educ Psychol, 50, 70–83.

    Article  Google Scholar 

  • Schunk, D. H. (1987). Domain-specific measurement of students’ self-regulated learning processes. Washington, DC: Paper presented at the annual meeting of the American Educational Research Association.

    Google Scholar 

  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educ Psychol, 26, 207–231.

    Article  Google Scholar 

  • Secada, W. G., Gamoran, A., & Weinstein, M. (1996). Pathways to equity. In F. M. Newmann et al. (Eds.), Authentic achievement: restructuring schools for intellectual quality (pp. 228–244). San Francisco: Jossey-Ba.ss.

    Google Scholar 

  • Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educ Psychol, 50, 1–13.

    Article  Google Scholar 

  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effect of teacher behavior and student engagement across the school year. J Educ Psychol, 85, 571–581.

    Article  Google Scholar 

  • Tas, Y., & Tekkaya, C. (2010). Personal and contextual factors associated with students’ cheating in science. J Exp Educ, 78, 440–463.

    Article  Google Scholar 

  • Telli, S., Cakiroglu, J., & den Brok, P. (2006). Turkish secondary education students’ perceptions of their classroom learning environment and their attitude towards Biology. In D. L. Fisher & M. S. Khine (Eds.), Contemporary approaches to research on learning environments: world views (pp. 517–542). Singapore: World Scientific.

    Chapter  Google Scholar 

  • Waldrip, B. G., Fisher, D. L., & Dorman, J. (2009). Identifying exemplary science teachers through students’ perceptions of their learning environment. Learning Environment Research, 12, 1–13.

    Article  Google Scholar 

  • Wang, M.-T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. Am Educ Res J, 47, 633–662.

    Article  Google Scholar 

  • Wellborn, J. G. (1991). Engaged and disaffected action: the conceptualization and measurement of motivation in the academic domain. University of Rochester, USA: Unpublished doctoral dissertation.

    Google Scholar 

  • Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Res Sci Educ, 38, 321–341.

    Article  Google Scholar 

  • Wolters, C. A. (2004). Advancing achievement goal theory: using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. J Educ Psychol, 96, 236–250.

    Article  Google Scholar 

  • Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instr Sci, 26, 27–47.

    Article  Google Scholar 

  • Wolters, C. A., Yu, S., & Pintrich, P. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learn Individ Differ, 8, 211–238.

    Article  Google Scholar 

  • Wong, A. F. L., Young, D. J., & Fraser, B. J. (1997). A multilevel analysis of learning environments and student attitudes. Educ Psychol, 17, 449–468.

    Article  Google Scholar 

  • Yerdelen, S. (2013). Multilevel investigations of students’ cognitive and affective learning outcomes and their relationships with perceived classroom learning environment and teacher effectiveness. Middle East Technical University, Turkey: Unpublished doctoral dissertation.

    Google Scholar 

  • Yildirim, S. (2012). Teacher support, motivation, learning, strategy use, and achievement: a multilevel mediation model. J Exp Educ, 80, 150–172.

    Article  Google Scholar 

Download references

Acknowledgments

The author thanks Prof. Dr. Semra Sungur for her comments which helped to improve an earlier version of this manuscript.

Author information

Authors and Affiliations

  1. Department of Elementary Science Education, Kazim Karabekir Faculty of Education, Ataturk University, 25249, Erzurum, Turkey

    Yasemin Tas

Authors
  1. Yasemin Tas
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yasemin Tas.

Additional information

Yasemin Tas.

Researcher and instructor in the Department of Elementary Science Education at Ataturk University in Erzurum, Turkey. Postal Address: Ataturk University, Kazim Karabekir Faculty of Education, Department of Elementary Science Education, 25249, Erzurum, Turkey. E-mail: tasyase@gmail.com

Current themes of research:

Motivation. Self-regulation. Engagement. Science education.

Most relevant publications in the field of Psychology of Education:

Tas, Y., & Tekkaya, C. (2010). Personal and contextual factors associated with students ’ cheating in science. The Journal of Experimental Education, 78, 440–463.

Tas, Y., & Sungur, S. (2012). Effect of problem-based learning on self-regulated learning: a review of literature. Croatian Journal of Education, 14, 533–560.

Kingir, S., Tas, Y., Gok, G., & Sungur Vural, S. (2013). Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement. Research in Science & Technological Education, 31(3), 205–226.

Tas, Y., Sungur Vural, S., & Oztekin, C. (2014). A study of science teachers’ homework practices. Research in Education, 91, 45–64.

Tas, Y., Sungur, S., & Oztekin, C. (2016). Development and validation of science homework scale for middle school students. International Journal of Science and Mathematics Education, 14(3), 417–444.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Tas, Y. The contribution of perceived classroom learning environment and motivation to student engagement in science. Eur J Psychol Educ 31, 557–577 (2016). https://doi.org/10.1007/s10212-016-0303-z

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10212-016-0303-z

Keywords

Search

Navigation