school climate; academic motivation; grades; secondary school
Abstract :
[en] Students’ perception of school climate plays an important role in the quality of their academic experience. However, the effects of perceived school climate on self-determined academic motivation (Ryan & Deci, 2000, 2020) have received little empirical attention to this day. Thus, the present study aimed to investigate the role of school climate in predicting changes in self-determined academic motivation and grades in a longitudinal study with secondary school students. Participants are 957 Belgian students (girls = 52.87%; Mage = 14.41 years, SDage = 1.66 years) who took part in a three-wave, year-long study. Results from structural equation modeling showed that students’ positive perceptions of school climate at the beginning of the study (Time 1) were positively related to changes in self-determined academic motivation at the mid-point (Time 2), which in turn were positively associated with changes in grades by the end of the study (Time 3), over and above the effects of gender and age. These results have implications for educational psychology by suggesting that organizational aspects of the school setting can positively influence students’ academic grades through increases in the quality of their motivation over time.
Disciplines :
Criminology
Author, co-author :
Verner-Filion, Jérémie
Véronneau Marie-Hélène; UQAM - Université du Québec à Montréal [CA]
Vaillancourt Marie-Claire
Mathys, Cécile ; Université de Liège - ULiège > Département de criminologie > Délinquance juvénile
Language :
English
Title :
Perceived School Climate and School Grades in Secondary School Students: The Mediating Effect of Self-Determined Motivation
scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.
Bibliography
Affuso, G., Bacchini, D., Miranda, M.C., The contribution of school-related parental monitoring, self-determination, and self-efficacy to academic achievement. Journal of Educational Research 110 (2017), 565–574, 10.1080/00220671.2016.1149795.
Archambault, I., Pascal, S., Tardif-Grenier, K., Dupéré, V., Janosz, M., Parent, S., Pagani, L.S., The contribution of teacher structure, involvement, and autonomy support on student engagement in low-income elementary schools. Teachers and Teaching: Theory and Practice 26:5–6 (2020), 428–445, 10.1080/13540602.2020.1863208.
Bonneville-Roussy, A., Evans, P., Verner-Filion, J., Vallerand, R.J., Bouffard, T., Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology 48 (2017), 28–42, 10.1016/j.cedpsych.2016.08.003.
Chatzisarantis, N.L.D., Ada, E.N., Ahmadi, M., Caltabiano, N., Wang, D., Thogersen-Ntoumani, C., Hagger, M.S., Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes. Contemporary Educational Psychology 58 (2019), 33–43, 10.1016/j.cedpsych.2019.02.002.
Chemolli, E., Gagné, M., Evidence against the continuum structure underlying motivation measures derived from self-determination theory. Psychological Assessment 26 (2014), 575–585, 10.1037/a0036212.
Chirkov, V.I., A cross-cultural analysis of autonomy in education: A self-determination theory perspective. Theory and Research in Education 7:2 (2009), 253–262, 10.1177/1477878509104330.
Ciani, K.D., Sheldon, K.M., Hilpert, J.C., Easter, M.A., Antecedents and trajectories of achievement goals: A self-determination theory perspective. British Journal of Educational Psychology 81 (2011), 223–243, 10.1348/000709910X517399.
Daily, S.M., Mann, M.J., Kristjansson, A.L., Smith, M.L., Zullig, K.J., School Climate and Academic Achievement in Middle and High School Students. Journal of School Health 89:3 (2019), 173–180, 10.1111/josh.12726.
Eccles, J., Wigfield, A., Midgley, C., Reuman, D., Mac Iver, D., Feldlaufer, H., Negative effects of traditional middle schools on students’ motivation. The Elementary School Journal 93 (1993), 553–574.
Fatou, N., Kubiszewski, V., Are perceived school climate dimensions predictive of students’ engagement?. Social Psychology of Education 21:2 (2018), 427–446, 10.1007/s11218-017-9422-x.
Fortier, M.S., Vallerand, R.J., Guay, F., Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology 20 (1995), 257–274, 10.1006/ceps.1995.1017.
Froiland, J.M., Worrell, F.C., Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools 53 (2016), 321–336, 10.1002/pits.
Gaudreau, P., Morinville, A., Gareau, A., Verner-Filion, J., Green-Demers, I., Franche, V., Autonomy support from parents and coaches: Synergistic or compensatory effects on sport-related outcomes of adolescent-athletes?. Psychology of Sport and Exercise 25 (2016), 89–99, 10.1016/j.psychsport.2016.04.006.
Gillet, N., Vallerand, R.J., Lafrenière, M.-A.-K., Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology of Education 15 (2012), 77–95, 10.1007/s11218-011-9170-2.
Gladstone, J.R., Häfner, I., Turci, L., Kneißler, H., Muenks, K.M., Associations between parents and students’ motivational beliefs in mathematics and mathematical performance: The role of gender. Contemporary Educational Psychology 54 (2018), 221–234, 10.1016/j.cedpsych.2018.06.009.
Grolnick, W.S., Ryan, R.M., Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology 52 (1987), 890–898, 10.1037/0022-3514.52.5.890.
Guay, F., Mageau, G.A., Vallerand, R.J., On the hierarchical structure of self-determined motivation: A test of top-down, bottom-up, reciprocal, and horizontal effects. Personality and Social Psychology Bulletin 29 (2003), 992–1004, 10.1177/0146167203253297.
Guay, F., Ratelle, C.F., Roy, A., Litalien, D., Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences 20 (2010), 644–653, 10.1016/j.lindif.2010.08.001.
Hayes, A.F., Coutts, J.J., Use Omega Rather than Cronbach's Alpha for Estimating Reliability. But…. Communication Methods and Measures 14:1 (2020), 1–24, 10.1080/19312458.2020.1718629.
Heilbrun, A., Cornell, D., Konold, T., Authoritative school climate and suspension rates in middle schools: Implications for reducing the racial disparity in school discipline. Journal of School Violence 17:3 (2018), 324–338, 10.1080/15388220.2017.1368395.
Hillmert, S., Jacob, M., Selections and social selectivity on the academic track: A life-course analysis of educational attainment in Germany. Research in Social Stratification and Mobility 28:1 (2010), 59–76, 10.1016/j.rssm.2009.12.006.
Howard, J.L., Gagné, M., Bureau, J.S., Testing a continuum structure of self-determined motivation : A meta-analysis. Psychological Bulletin 143 (2017), 1346–1377, 10.1037/bul0000125.
Hoy, W.K., Hannum, J., Tschannen-Moran, M., Organizational climate and student achievement: A parsimonious and longitudinal view. Journal of School Leadership 8 (1998), 336–359.
Jang, H., Reeve, J., Deci, E.L., Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology 102 (2010), 588–600, 10.1037/a0019682.
Janosz, M., Bouthillier, C., Rapport de validation du Questionnaire sur l'Environnement Socioéducatif des écoles secondaires (QES-secondaire). Université de Montréal. 2007, Université de Montréal, Montréal.
Janosz, M., Georges, P., Parent, S., L'environnement socioéducatif à l’école secondaire: Un modèle théorique pour guider l’évaluation du milieu. Revue Canadienne de Psycho-Éducation 27 (1998), 285–306.
Janosz, M., LeBlanc, M., Boulerice, B., Tremblay, R.E., Disentangling the weight of school dropout predictors: A test on two longitudinal samples. Journal of Youth and Adolescence 26 (1997), 733–762, 10.1023/A:1022300826371.
Janosz, M., Pascal, S., Galand, B., Être témoin de violence à l’école: Son importance et ses liens avec le climat scolaire. Prévenir les violences à l’école, 2012, Presses Universitaires de France, 93–109.
Jungert, T., Koestner, R., Science adjustment, parental and teacher autonomy support and the cognitive orientation of science students. Educational Psychology 35 (2015), 361–376, 10.1080/01443410.2013.828826.
Kaplan, A., Gheen, M., Midgley, C., Classroom goal structure and student disruptive behaviour. British Journal of Educational Psychology 72:2 (2002), 191–211, 10.1348/000709902158847.
Kaplan, A., Midgley, C., The relationship between perceptions of the classroom goal structure and early adolescents’ affect in school: The mediating role of coping strategies. Learning and Individual Differences 11:2 (1999), 187–212, 10.1016/S1041-6080(00)80005-9.
Kidger, J., Araya, R., Donovan, J., Gunnell, D., The effect of the school environment on the emotional health of adolescents: A systematic review. Pediatrics 129 (2012), 925–949, 10.1542/peds.2011-2248.
Kiemer, K., Gröschner, A., Pehmer, A.K., Seidel, T., Effects of a classroom discourse intervention on teachers’ practice and students’ motivation to learn mathematics and science. Learning and Instruction 35 (2015), 94–103, 10.1016/j.learninstruc.2014.10.003.
Kline, R.B., Principles and practice of structural equation modeling. 3rd ed., 2011, Guilford Press, New York.
Lavigne, G.L., Vallerand, R.J., Miquelon, P., A motivational model of persistence in science education: A self-determination theory approach. European Journal of Psychology of Education 22 (2007), 351–369, 10.1007/BF03173432.
Lee, T., Cornell, D., Gregory, A., Fan, X., High suspension schools and dropout rates for black and white students. Education and Treatment of Children 34 (2011), 167–192.
Leroy, N., Bressoux, P., Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. Contemporary Educational Psychology 44–45 (2016), 41–53, 10.1016/j.cedpsych.2016.02.001.
Losier, G.F., Koestner, R., Intrinsic versus identified regulation in distinct political campaigns: The consequences of following politics for pleasure versus personal meaningfulness. Personality and Social Psychology Bulletin 25 (1999), 287–298, 10.1177/0146167299025003002.
MacNeil, A.J., Prater, D.L., Busch, S., The effects of school culture and climate on student achievement. International Journal of Leadership in Education 12 (2009), 73–84, 10.1080/13603120701576241.
Marsh, H.W., Lüdtke, O., Nagengast, B., Trautwein, U., Morin, A.J.S., Abduljabbar, A.S., Köller, O., Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects. Educational Psychologist 47:2 (2012), 106–124, 10.1080/00461520.2012.670488.
Miquelon, P., Vallerand, R.J., Grouzet, F.M.E., Cardinal, G., Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin 31 (2005), 913–924, 10.1177/0146167204272298.
Muthén, L. K., & Muthén, B. O. (2012). MPlus. The comprehensive modeling program for applied researchers: User's guide (7th ed.).
Niemiec, C.P., Lynch, M.F., Vansteenkiste, M., Bernstein, J., Deci, E.L., Ryan, R.M., The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence 29 (2006), 761–775, 10.1016/j.adolescence.2005.11.009.
Park, D., Yu, A., Baelen, R.N., Tsukayama, E., Duckworth, A.L., Fostering grit: Perceived school goal-structure predicts growth in grit and grades. Contemporary Educational Psychology 55 (2018), 120–128, 10.1016/j.cedpsych.2018.09.007.
Parker, P.D., Schoon, I., Tsai, Y.M., Nagy, G., Trautwein, U., Eccles, J., Achievement, agency, gender, and socioeconomic background as predictors of postschool choices: A multicontext study. Developmental Psychology 48:6 (2012), 1629–1642, 10.1037/a0029167.
Patrick, H., Ryan, A.M., Kaplan, A., Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology 99:1 (2007), 83–98, 10.1037/0022-0663.99.1.83.
Philippe, F.L., Vallerand, R.J., Actual environments do affect motivation and psychological adjustment: A test of self-determination theory in a natural setting. Motivation and Emotion 32 (2008), 81–89, 10.1007/s11031-008-9087-z.
Ratelle, C.F., Guay, F., Vallerand, R.J., Larose, S., Senécal, C., Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology 99 (2007), 734–746, 10.1037/0022-0663.99.4.734.
Ratelle, C.F., Vallerand, R.J., Chantal, Y., Provencher, P.J., Cognitive adaptation and mental health: A motivational analysis. European Journal of Social Psychology 34 (2004), 459–476, 10.1002/ejsp.208.
Roeser, R.W., Eccles, J., Adolescents’ perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence 8 (1998), 123–158.
Ruiz-Alfonso, Z., León, J., Passion for math: Relationships between teachers’ emphasis on class contents usefulness, motivation and grades. Contemporary Educational Psychology 51 (2017), 284–292, 10.1016/j.cedpsych.2017.08.010.
Ryan, R.M., Deci, E.L., Self-determination theory: Basic psychological needs in motivation, development, and wellness. 2017, Guilford Publications, New York, NY.
Ryan, R.M., Deci, E.L., Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61(April), 2020, 101860, 10.1016/j.cedpsych.2020.101860.
Scherrer, V., Preckel, F., Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies. Review of Educational Research 89:2 (2019), 211–258, 10.3102/0034654318819127.
Soenens, B., Vansteenkiste, M., Antecedents and outcomes of self-determination in 3 life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence 34 (2005), 589–604, 10.1007/s10964-005-8948-y.
Tabachnick, B.G., Fidell, L.S., Using multivariate statistics. 5th ed., 2007, Allyn & Bacon, New York.
Taylor, G., Jungert, T., Mageau, G.A., Schattke, K., Dedic, H., Rosenfield, S., Koestner, R., A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology 39 (2014), 342–358, 10.1016/j.cedpsych.2014.08.002.
Thapa, A., Cohen, J., Guffey, S., Higgins-D'Alessandro, A., A review of school climate research. Review of Educational Research 83 (2013), 357–385, 10.3102/0034654313483907.
Turban, D.B., Tan, H.H., Brown, K.G., Sheldon, K.M., Antecedents and outcomes of perceived locus of causality: An application of self-determination theory. Journal of Applied Social Psychology 37 (2007), 2376–2404, 10.1111/j.1559-1816.2007.00263.x.
Vallerand, R.J., Fortier, M.S., Guay, F., Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology 72 (1997), 1161–1176.
Vallerand, R.J., Pelletier, L.G., Blais, M.R., Briere, N.M., Senecal, C., Vallieres, É.F., The Academic Motivation Scale: A measure of intrinsic, extrinsic and amotivation in education. Educational and Psychological Measurement 52 (1992), 1003–1017, 10.1177/0013164492052004025.
Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Beyers, W., Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction 22 (2012), 431–439, 10.1016/j.learninstruc.2012.04.002.
Voight, A., Nation, M., Practices for improving secondary school climate: A systematic review of the research literature. American Journal of Community Psychology 58 (2016), 174–191, 10.1002/ajcp.12074.
Wang, M.T., Degol, J.L., School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review 28:2 (2016), 315–352, 10.1007/s10648-015-9319-1.
Way, N., Reddy, R., Rhodes, J., Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology 40 (2007), 194–213, 10.1007/s10464-007-9143-y.
Zullig, K.J., Koopman, T.M., Patton, J.M., Ubbes, V.A., School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment 28 (2010), 139–152, 10.1177/0734282909344205.
This website uses cookies to improve user experience. Read more
Save & Close
Accept all
Decline all
Show detailsHide details
Cookie declaration
About cookies
Strictly necessary
Performance
Strictly necessary cookies allow core website functionality such as user login and account management. The website cannot be used properly without strictly necessary cookies.
This cookie is used by Cookie-Script.com service to remember visitor cookie consent preferences. It is necessary for Cookie-Script.com cookie banner to work properly.
Performance cookies are used to see how visitors use the website, eg. analytics cookies. Those cookies cannot be used to directly identify a certain visitor.
Used to store the attribution information, the referrer initially used to visit the website
Cookies are small text files that are placed on your computer by websites that you visit. Websites use cookies to help users navigate efficiently and perform certain functions. Cookies that are required for the website to operate properly are allowed to be set without your permission. All other cookies need to be approved before they can be set in the browser.
You can change your consent to cookie usage at any time on our Privacy Policy page.
