From classroom learning environments to self-regulation: The mediating role of task value

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11 Citaten (Scopus)

Samenvatting

Integrating Moos's (1979) theory scheme on classroom learning environments, subjective task value, and self-regulated theories, we explore the relationships among classroom learning environments, task value, and self-regulation. We used Structural Equation Modeling (SEM) with bootstrapping estimation based on 5000 samples and data from n = 2052 students in grades 5 to 9 from public and private schools in China. The results showed that classroom learning environments (task orientation, teacher support, equity, and cooperation) positively influenced students’ task value and self-regulation. Moreover, task value was found to mediate the relationship between task orientation, teacher support, equity, cooperation, and self-regulation. We discuss the implications of these findings for research and practice in an educational context.

Originele taal-2English
Artikelnummer101119
TijdschriftStudies in Educational Evaluation
Volume72
StatusPublished - mrt. 2022

Bibliografische nota

Funding Information:
The authors would like to thank Sarah Standridge, Allison Cabana, Jinyang Ou, and the anonymous reviewers for their insightful feedback for the revision of the manuscript.

Publisher Copyright:
© 2021 Elsevier Ltd

Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.

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