Classroom climate

Abstract: Preface S. L. Christenson, A. L. Reschly, and C. Wylie.- SECTION I: WHAT IS STUDENT ENGAGEMENT?.- Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct A. L. Reschly and S. L. Christenson.- Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience E. A. Skinner and J. R. Pitzer.- Engagement across Developmental Periods D. Mahatmya, B. J. Lohman, J. L. Matjasko, and A. Feldman Farb.- Ethnicity and Student Engagement G. E. Bingham and L. Okagaki.- Student Engagement: What is it? Why does it matter? J. D. Finn and K. Zimmer.- Section I Commentary: So What is Student Engagement Anyway: Commentary on Section I J. Eccles and M. Wang.- SECTION II: ENGAGEMENT AS LINKED TO MOTIVATIONAL VARIABLES.- A Self-Determination Theory Perspective on Student Engagement J. Reeve.- Achievement Goal Theory, Conceptualization of ability/Intelligence, and Classroom Climate E. M. Anderman and H. Patrick.- School Identification K. E. Voelkl.- Self-Efficacy as an Engaged Learner D. H. Schunk and C. A. Mullen.- A Cyclical Self-Regulatory Account of Student Engagement: Theoretical Foundations and Applications T. J. Cleary and B. J. Zimmerman.- Academic Emotions and Student Engagement R. Pekrun and L. Linnenbrink-Garcia.- Students' Interest and Engagement in Classroom Activities M. Ainley.- Section II Commentary: Motivation and Engagement: Conceptual, Operational, and Empirical Clarity A. Martin.- SECTION III: ENGAGEMENT AND CONTEXTUAL INFLUENCES.- Parental Influences on Achievement Motivation and Student Engagement J. Bempechat and D. J. Shernoff.- Families as Facilitators of Student Engagement: Toward a Home-School Partnership Model J. N. Raftery, W. S. Grolnick, and E. S. Flamm.- Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions R. C. Pianta, B. K. Hamre, and J. P. Allen.- The Role of Peer Relationships in Student Academic and Extracurricular Engagement J. Juvonen, G. Espinoza, and C. Knifsend.- Understanding Student Engagement with a Contextual Model S. Lam, B. P. H. Wong, H. Yang, Y. Liu.- Allowing Choice and Nurturing an Inner Compass: Educational Practices Supporting Students' Need for Autonomy A. Assor.- The Engaging Nature of Teaching for Competency Development R. Hipkins.- Assessment as a Context for Student Engagement S. Nichols and H. Dawson.- Section III Commentary: Socio-Cultural Contexts, Social Competence, and Engagement at School K. Wentzel.- SECTION IV: ENGAGEMENT AND STUDENT OUTCOMES.- The Relationship between Engagement and High School Dropout R. W. Rumberger and S. Rotermund.- High School Reform and Student Engagement M. H. Davis and J. M. McPartland.- The Power of Mindsets: Nurturing Engagement, Motivation, and Resilience in Students R. Brooks, S. Brooks, and S. Goldstein.- The Relations of Adolescent Student Engagement with Troubling and High-Risk Behaviors A. Griffiths, E. Lilles, M. Furlong, and J. Sidwha.- Trajectories and Patterns of Student Engagement: Evidence from a Longitudinal Study C. Wylie and E. Hodgen.- Instructional Contexts for Engagement and Achievement in Reading J. T. Guthrie, A. Wigfield, and W. You.- A Self-regulated Learning Perspective on Student Engagement C. A. Wolters and D. J. Taylor.- Classroom Strategies to Enhance Academic Engaged Time M. Gettinger and M. J. Walter.- Deep Engagement as a Complex System: Identity, Learning Power and Authentic Enquiry R. Deakin Crick.- Section IV Commentary: Outcomes of Engagement and Engagement as an Outcome: Some consensus, divergences and unanswered questions M. Janosz.- SECTION V: MEASUREMENT ISSUES, INSTRUMENTS, AND APPROACHES.- Measuring Student Engagement: The Development of a Scale for Formative Use C. W. Darr.- Systems Consultation: Developing the Assessment-to-Intervention Link with the Student Engagement Instrument J. J. Appleton.- Finding the Humanity in the Data: Understanding, Measuring & Strengthening Student Engagement E. Yazzie-Mintz and K. McCormick.- The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-Report Instruments J. A. Fredricks and W. McColskey.- Issues and Methods in the Measurement of Student Engagement: Advancing the Construct through Statistical Modeling J. Betts.- Section V Commentary: Possible New Directions in the Measurement of Student Engagement K. Samuelsen.- Epilogue S. L. Christenson, A. L. Reschly and C. Wylie.

Abstract: Children’s sense of relatedness is vital to their academic motivation from 3rd to 6th grade. Children’s (n 641) reports of relatedness predicted changes in classroom engagement over the school year and contributed over and above the effects of perceived control. Regression and cumulative risk analyses revealed that relatedness to parents, teachers, and peers each uniquely contributed to students’ engagement, especially emotional engagement. Girls reported higher relatedness than boys, but relatedness to teachers was a more salient predictor of engagement for boys. Feelings of relatedness to teachers dropped from 5th to 6th grade, but the effects of relatedness on engagement were stronger for 6th graders. Discussion examines theoretical, empirical, and practical implications of relatedness as a key predictor of children’s academic motivation and performance. When explaining motivational dynamics in school, psychologists frequently point to differences in children’s underlying beliefs and capacities. Decades of research show that children’s self-perceptions, such as self-efficacy, goal orientations, or autonomy, are robust predictors of motivation and performance in school, both concurrently and over many years (for reviews, see Eccles, Wigfield, & Schiefele, 1998; Stipek, 2002). At the same time, however, researchers note the centrality of social factors in children’s motivation (Connell & Wellborn, 1991; Deci & Ryan, 1985; Eccles et al., 1998; Goldstein, 1999; Juvonen & Wentzel, 1996; Resnick et al., 1997; Weiner, 1990). Research from multiple traditions demonstrates the impact on children’s motivation and learning of relationships with parents (Steinberg, Darling, & Fletcher, 1995), teachers (Stipek, 2002), and peers (Hymel, Comfort, Schonert-Reichl, & McDougall, 1996). Recently, these two general lines of thinking, one about selfperceptions and one about interpersonal relationships, have converged in the study of the motivational consequences of children’s sense of self in relationships. Studied under a variety of labels, such as social cognitive views of motivation (Weiner, 1990), internal working models (Bretherton, 1985), relationship representations (Ryan, Stiller, & Lynch, 1994), classroom climate (Anderson, 1982), and perceived social support (Wentzel, 1999), the core notion is that a history of interactions with specific social partners leads children to construct generalized expectations about the nature of the self in relationships. Also referred to as a sense of relatedness (Connell, 1990), connectedness (Weiner, 1990), or belonging (Goodenow, 1993), these organized self-system processes include views about the self as lovable (or unworthy of love) and about the social world as trustworthy (or hostile). Children rely on these beliefs when predicting, interpreting, and responding to social exchanges, and these exchanges can in turn be used to confirm or revise children’s beliefs. A sense of relatedness may function as a motivational resource when children are faced with challenge or difficulties. In times of stress, children who experience trusted others as “backing them up” respond with more vigor, flexibility, and constructive actions. A sense of relatedness is the focus of the present study. Building on the growing body of work on the role of relationship representations, we attempted to explore the effects of a sense of relatedness, both generally and toward specific social partners, on children’s academic motivation and performance during middle childhood.

Abstract: Research on teacher stress has become a major area of international research interest. This paper reviews research findings on teacher stress and suggests five directions for future research: (i) monitoring the extent to which particular educational reforms are generating high levels of teacher stress; (ii) exploring why some teachers are able to successfully negotiate periods of career reappraisal and retain a positive commitment to the work, whilst others are not; (iii) clarifying the nature of the stress process in term of two types of triggers' one based on excessive demands and the other based on a concern with self-image; (iv) assessing the effectiveness of particular intervention strategies to reduce teacher stress; (v) exploring the impact of teacher-pupil interaction and classroom climate on teacher stress.

Abstract: This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. In their responses to open-ended items, participants emphasized possible negative associations between teacher use of Facebook and teacher credibility. Participants offered recommendations for teachers regarding the use of Facebook and other weblog services.