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-2 | English |
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Artikelnummer | 101119 |
Tijdschrift | Studies in Educational Evaluation |
Volume | 72 |
Status | Published - 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.
Vingerafdruk
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Chinese Students Perspectives on Classroom Learning Environments
Lombaerts, K. (Creator), Cai, J. (Creator), Jaime, I. (Creator), Cai, L. (Creator) & Wen, Q. (Creator), VUB Institutional Data Repository, 11 mrt. 2025
Dataset