کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4940250 | 1436412 | 2017 | 9 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Autonomy and competence frustration in young adolescent classrooms: Different associations with active and passive disengagement
ترجمه فارسی عنوان
ناامیدی خودمختاری و صلاحیت در کلاس های جوان نوجوانان: انجمن های مختلف با انحلال فعال و غیر فعال
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کلمات کلیدی
کنترل معلم، انگیزه، نیازهای روانشناختی، نا امیدی، انحلال
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
Few studies have attempted to identify distinct psychological correlates of different forms of classroom disengagement. Drawing from basic psychological needs theory (Deci & Ryan, 2000), this study investigated two divergent mechanisms predicting active and passive classroom disengagement. Pupils (N = 647; age = 11-14 years) and their respective teachers completed a questionnaire measuring the study variables. Using structural equation modelling, pupils' perceptions of teacher psychological control positively predicted pupils' autonomy and competence frustration in class. Pupils' competence frustration indirectly and positively associated with teacher-rated passive disengagement (e.g. daydreaming in class), via reduced feelings of vitality. Pupils' autonomy frustration demonstrated positive associations with both active disengagement (e.g. talking and making noise) and passive disengagement but neither relationship was explained by feelings of vitality. These distinct mechanisms may have implications for educators, identifying potential causes of different forms of pupil disengagement and the importance of avoiding psychological control in classrooms.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 49, June 2017, Pages 32-40
Journal: Learning and Instruction - Volume 49, June 2017, Pages 32-40
نویسندگان
Stephen R. Earl, Ian M. Taylor, Carla Meijen, Louis Passfield,