부산대학교 도서관

This study examines the relationship between features of the social classroom environment (teacher support, student support, teacher promotion of interaction) and three types of student engagement (behavioral, emotional, cognitive) in mathematics, mediated by motivational beliefs (mastery goal orientation, self-efficacy), with a focus on student perceptions. Prior research of these constructs was examined and it was predicted that there would be significant relationships between these features of the social classroom environment and student engagement. It was also predicted that these features would be mediated by student motivational beliefs. To determine if a relationship existed, fourth grade students (N = 77) were given a survey similar to the one used by Patrick, Ryan and Kaplan (2007). A portion of the survey was adapted from the Feelings About School Inventory developed by Fredricks, Blumenfeld, Friedel, and Paris (2005), designed to measure student engagement. Additionally, students were given a modified form of a portion of the Patterns of Adaptive Learning Survey by Midgley et al., (2000) designed to measure students' mastery goal orientations. The results of the analyses found that there was a significant relationship between students' perceptions of the motivational features of the classroom social environment and their self-ratings of their level of engagement in math with regard to teacher support and student support, which were fully mediated by mastery goal orientation and self-efficacy. Whether or not the teacher promotes interaction between the students in the classroom did not significantly influence mastery goal orientation, self-efficacy, or the engagement variables. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]