부산대학교 도서관

Summary: 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.