Title: The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment
Abstract: and sophisticated cognitive abilities, which significantly reduces adolescents’ opportunities for healthy development (Eccles, 1999; Eccles et al.,1993). Adolescents’ motivation, well-being, and school adjustment is enhanced when the school environment provides opportunities for them to develop their academic and social competencies, exercise autonomy over aspects of their learning, and feel cared for and supported (Eccles, Wigfield, & Schiefele, 1998; Roeser et al., 2000). Self-Determination Theory The self-determination theory focuses on three psychological needs, including the need for competence, relatedness, and autonomy (Ryan & Deci, 1985). Deci and colleagues (1991) describe these basic needs and highlight the importance of promoting intrinsic motivation. Competence refers to having the skills and efficacy to attain various external and internal outcomes. Competence often develops when individuals are given optimal challenges and receive positive feedback on their performance (Deci et al., 1991). Relatedness involves developing secure and satisfying connections with others in one’s social environment (Ryan & Deci, 1985). This includes feelings of acceptance through building positive interpersonal relationships with parents, teachers, and peers (Deci et al., 1991). Autonomy refers to self-
Publication Year: 2014
Publication Date: 2014-01-01
Language: en
Type: article
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Cited By Count: 7
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