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Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging

机译：青年同伴的动机，参与和学校归属的老师和同伴支持

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The purpose of this sequential explanatory mixed methods study was to investigate teacher and peer support for young adolescents’ academic motivation, classroom engagement, and school belonging within one large, urban, ethnically diverse middle school. In the initial quantitative phase, associations among aspects of teacher support (autonomy, structure, and involvement), peer support (academic and emotional), and adjustment (motivation, engagement, and belonging) were examined using student surveys (N = 209, 61% females). In the follow-up qualitative phase, participants elaborated on the ways teachers and peers support young adolescents’ adjustment during individual interviews (N = 18 students, 5 teachers, and 1 administrator). Results indicate teacher and peer support are academic and social in nature and have unique implications for supporting motivation, engagement, and belonging in middle school. By utilizing a mixed methods design and adopting a multidimensional perspective of classroom-based support, our findings provide a comprehensive understanding of the role of teacher and peer support on student adjustment. An implication for educators is for them to understand the ways teacher and peer support may help meet young adolescents’ needs and promote their academic motivation, classroom engagement, and school belonging. Findings may inform middle level educational research and practice, especially in urban, ethnically diverse middle level schools.
机译：这项循序渐进的混合方法研究的目的是调查一所大型，城市，种族多样化的中学中，青少年和青少年的学习动机，课堂参与和学校归属的老师和同伴的支持。在最初的量化阶段，使用学生调查调查了教师支持（自主性，结构和参与），同伴支持（学术和情感）以及适应（动机，参与和归属）方面的关联（ N = 209，女性占61％）。在后续的定性阶段，参与者详细阐述了老师和同伴在个别访谈（N = 18名学生，5名老师和1名管理员）中支持青少年调整的方式。结果表明，教师和同伴的支持本质上是学术和社会的，对于支持初中的动机，参与和归属感具有独特的意义。通过采用混合方法设计并采用基于课堂的支持的多维视角，我们的研究结果全面了解了教师和同伴支持在学生调整中的作用。对教育工作者的启示是让他们了解老师和同伴的支持可以帮助满足青少年的需求并促进他们的学习动机，课堂参与度和学校归属感的方式。这些发现可能会为中等教育研究和实践提供参考，尤其是在城市，不同种族的中等学校中。

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