Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice

Autor/inn/en	Martin, Andrew J.; Dowson, Martin
Titel	Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice
Quelle	In: Review of Educational Research, 79 (2009) 1, S.327-365 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654308325583
Schlagwörter	Attribution Theory; Extracurricular Activities; Self Efficacy; Teacher Persistence; Student Motivation; Academic Achievement; Cooperative Learning; Educational Practices; Leadership Effectiveness; Interpersonal Relationship; Student Participation; Goal Orientation; Self Determination; Theories; Influences; At Risk Students; Mentors; Teacher Influence; Faculty Development; Teaching Methods; Teacher Education; Classroom Environment; Leadership Responsibility; Educational Environment; Expectation; Student Diversity; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Schulleistung; Kooperatives Lernen; Bildungspraxis; Führungseffizienz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Zielorientierung; Zielvorstellung; Selbstbestimmung; Theory; Theorie; Influence; Einfluss; Einflussfaktor; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Klassenklima; Unterrichtsklima; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Expectancy; Erwartung; Ausland; Australien
Abstract	In this review, we scope the role of interpersonal relationships in students' academic motivation, engagement, and achievement. We argue that achievement motivation theory, current issues, and educational practice can be conceptualized in relational terms. Influential theorizing, including attribution theory, expectancy-value theory, goal theory, self-determination theory, self-efficacy theory, and self-worth motivation theory, is reviewed in the context of the role of significant others in young people's academic lives. Implications for educational practice are examined in the light of these theoretical perspectives and their component constructs and mechanisms. A trilevel framework is proposed as an integrative and relationally based response to enhance students' motivation, engagement, and achievement. This framework encompasses student-level action (universal programs and intervention, targeted programs for at-risk populations, extracurricular activity, cooperative learning, and mentoring), teacher- and classroom-level action (connective instruction, professional development, teacher retention, teacher training, and classroom composition), and school-level action (school as community and effective leadership). (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10