NDLI: Support, belonging, motivation, and engagement in the college classroom: a mixed method study

Please wait, while we are loading the content...

The relationship between students’ preferred approaches to learning and behaviors during learning: An examination of the process stage of the 3P model

Instructional Science : Volume 42, Issue 4, July 2014

Instructional Science : Volume 42, Issue 3, May 2014

Instructional Science : Volume 42, Issue 2, March 2014

Instructional Science : Volume 42, Issue 1, January 2014

Instructional Science : Volume 41

Instructional Science : Volume 40

Instructional Science : Volume 39

Instructional Science : Volume 38

Instructional Science : Volume 37

Instructional Science : Volume 36

Instructional Science : Volume 35

Instructional Science : Volume 34

Instructional Science : Volume 33

Instructional Science : Volume 32

Instructional Science : Volume 31

Instructional Science : Volume 30

Instructional Science : Volume 29

Instructional Science : Volume 28

Instructional Science : Volume 27

Instructional Science : Volume 26

Instructional Science : Volume 25

Support, belonging, motivation, and engagement in the college classroom: a mixed method study

Content Provider	Springer Nature Link
Author	Zumbrunn, Sharon McKim, Courtney Buhs, Eric Hawley, Leslie R.
Copyright Year	2014
Abstract	This explanatory sequential mixed methods study examined how belonging perceptions, academic motivation, and engagement might mediate the relationship between academic contextual characteristics and achievement using structural equation modeling and qualitative follow-up interviews with college students from a large, Midwestern university. In the first, quantitative phase, two hypothesized models of student belonging and motivation were tested. In line with the Self-System Model of Classroom Support for Motivation (Connell and Wellborn, in: Gunnar and Sroufe (eds.) Minnesota Symposium on Child Psychology: Self-processes and Development, 1991), Model 1 hypothesized student belonging and motivation to be directly predicted by supportive classroom environment perceptions, and to directly predict engagement, which was hypothesized to predict achievement. Model 2 elaborated on the traditional self-system model and hypothesized student belonging to mediate the relationship between supportive classroom environment perceptions and student motivation. Quantitative findings revealed support for Model 2. Supportive classroom environment perceptions predicted students’ belonging beliefs, which in turn predicted students’ motivation, engagement, and achievement in the course. The second, follow-up qualitative phase suggested ways in which contextual characteristics might influence student belonging beliefs in the classroom. Taken together, the quantitative and qualitative data illustrate the influential role of classroom contextual characteristics on student outcomes, as well as the role student belonging plays in college student motivation and success.
Starting Page	661
Ending Page	684
Page Count	24
File Format	PDF
ISSN	00204277
Journal	Instructional Science
Volume Number	42
Issue Number	5
e-ISSN	15731952
Language	English
Publisher	Springer Netherlands
Publisher Date	2014-02-07
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Contextual characteristics Belongingness Motivation Engagement Student achievement Learning & Instruction Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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

Toward an Integrated Model of Student Learning in the College Classroom

Multiple contexts, motivation and student engagement in the USA and Russia

Motivated learning: Studying student * situation transactional units

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

Primary mathematics teachers’ goal orientations and student achievement

Interest, motivation and learning: An educational-psychological perspective

Faculty do Matter: The Role of College Faculty in Student Learning and Engagement

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Support, belonging, motivation, and engagement in the college classroom: a mixed method study

Similar Documents

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

Toward an Integrated Model of Student Learning in the College Classroom

Multiple contexts, motivation and student engagement in the USA and Russia

Motivated learning: Studying student * situation transactional units

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

Primary mathematics teachers’ goal orientations and student achievement

Interest, motivation and learning: An educational-psychological perspective

Faculty do Matter: The Role of College Faculty in Student Learning and Engagement

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Support, belonging, motivation, and engagement in the college classroom: a mixed method study