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Adolescents' classroom perceptions and their impact on motivation
Author
Low, Geraldine Ching Voon
Supervisor
Chang, Agnes Shook Cheong
Abstract
This present study was concerned with determining the nature of perceptions of actual and preferred classroom environments, and their impact on achievement motivation among three different ability groups of early adolescent. Also, gender differences in students' actual and preferred Classroom Perceptions and Achievement Motivation were explored. A total sample of 84 male and female students from three classes in a neighbourhood government school in Singapore was used. The three classes comprised the Express, Normal Academic and Normal Technical ability groups.
Previous research findings revealed the role of students' perceptions as strong predictors of their learning outcomes. Students' perceptions of their classroom environment were hence chosen as a variable and their relationship with Achievement Motivation, a key concept for the advancement of the individuals and the nation, was examined. The students' need to achieve was also subject to factors related to family support such as parental expectations. A cursory examination of these family factors was carried out in this study. Classroom Environment is best measured by students' perceptions as seen in previous research. Hence, questionnaires were used to tap these perceptions and obtain the required data.
There were significant gender differences in the preferred perceptions of the all five psychological aspects of Classroom Environment. No significant gender differences were found in Achievement Motivation for both actual and preferred situations.
It clear from the results that in general, students would prefer more cohesion, Task Orientation, Satisfaction and less Friction. It appears that this would help in part to raise their Achievement Motivation levels. However, increases in Achievement Motivation scores were not significant except in the case of the Normal Academic group. It is hence noted that other factors such as family support may have crucial role to play in raising Achievement Motivation significantly for students of the different ability groups. It is also noted that each individual ability group has its own set of needs. These findings have implications for educators of these early adolescents.
Previous research findings revealed the role of students' perceptions as strong predictors of their learning outcomes. Students' perceptions of their classroom environment were hence chosen as a variable and their relationship with Achievement Motivation, a key concept for the advancement of the individuals and the nation, was examined. The students' need to achieve was also subject to factors related to family support such as parental expectations. A cursory examination of these family factors was carried out in this study. Classroom Environment is best measured by students' perceptions as seen in previous research. Hence, questionnaires were used to tap these perceptions and obtain the required data.
There were significant gender differences in the preferred perceptions of the all five psychological aspects of Classroom Environment. No significant gender differences were found in Achievement Motivation for both actual and preferred situations.
It clear from the results that in general, students would prefer more cohesion, Task Orientation, Satisfaction and less Friction. It appears that this would help in part to raise their Achievement Motivation levels. However, increases in Achievement Motivation scores were not significant except in the case of the Normal Academic group. It is hence noted that other factors such as family support may have crucial role to play in raising Achievement Motivation significantly for students of the different ability groups. It is also noted that each individual ability group has its own set of needs. These findings have implications for educators of these early adolescents.
Date Issued
1999
Call Number
BF311 Low
Date Submitted
1999