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Stornes Tor, Bru Edvin & Idsoe Thormod (2008). « Classroom Social Structure and Motivational Climates : On the influence of teachers' involvement, teachers' autonomy support and regulation in relation to motivational climates in school classrooms ». Scandinavian Journal of Educational Research, vol. 52, n° 3, p. 315–329. En ligne : <http://ejournals.ebsco. ... ContributionID=14263457>. 
Added by: Marie Gaussel (21 Jun 2010 11:18:44 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Stornes2008
Categories: General
Keywords: climat de la classe, motivation, structure sociale
Creators: Bru, Idsoe, Stornes
Collection: Scandinavian Journal of Educational Research
Views: 1968/2829
Views index: 23%
Popularity index: 5.75%
URLs     http://ejournals.e ... ibutionID=14263457
Abstract     
This study investigates the relationship between students' perceptions of the social structure in the classroom and perceptions of the motivational climate among 1171 Norwegian eighth-grade students from 65 school classes. A multilevel approach was implemented to investigate relationships at the individual level as well as at the class level. Results showed that perceptions of motivational climates varied considerably more within than between school classes, as well as a general trend for students to perceive the motivational climate to be more mastery than performance oriented. Moreover, emphatic teacher involvement yielded the strongest positive association with perceptions of a mastery motivational climate, as well as the strongest negative association with perceptions of a performance motivational climate. Besides, a mastery motivational climate was also found to be associated with a certain amount of student influence, whereas the final aspect of social structure investigated, regulation, showed relatively weaker associations with students' perceptions of motivational climate.
Added by: Marie Gaussel  
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