Acceso usuarios
Carrie Furrer, Ellen Skinner
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. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
