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Relations between classroom disciplinary problems and student motivation : Achievement as a potential mediator?
Arens, A. Katrin Morin, Alexandre J. S. Watermann, Rainer
Arens, A. Katrin
Morin, Alexandre J. S.
Watermann, Rainer
Abstract
This study examined the relation between classroom disciplinary problems in language classes, student achievement, and three facets of student motivation: competence self-perceptions, test anxiety, and engagement. The analyses were conducted with the German sample from the Progress in International Reading Literacy Study (PIRLS) 2006 (N = 7899). The results demonstrated that discipline problems are directly and negatively related to achievement and to all motivation constructs considered. In most cases, the relation between classroom disciplinary problems and motivation constructs was mediated by verbal achievement. Boys were found to report more frequent discipline problems in classrooms than girls. This study contributes to research by assessing the impact of classroom disciplinary problems using doubly latent multilevel structural equation models in order to properly disaggregate effects occurring at the student, versus classroom level.
Keywords
classroom management, motivation, achievement, mediation, gender
Date
2015
Type
Journal article
Journal
Learning and Instruction
Book
Volume
39
Issue
Page Range
184-193
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Controlled
Open
Open