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首页> 外文期刊>Journal of youth and adolescence >Teachers' Conditional Regard and Students' Need Satisfaction and Agentic Engagement: A Multilevel Motivation Mediation Model
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Teachers' Conditional Regard and Students' Need Satisfaction and Agentic Engagement: A Multilevel Motivation Mediation Model

机译：教师有条件的关注和学生的需求满足和赋予贸易参与：多级动机调解模型

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摘要

Teachers' conditional positive regard and conditional negative regard are common motivational techniques in the classroom. This study investigated their respective effects on adolescent students' agentic engagement, while considering students' basic psychological needs for autonomy and relatedness as potential mediators. Data collected from 30 teachers and 651 7th to 10th graders (52% female) were used to test a multilevel mediation model. The results indicated that teachers' conditional negative regard undermined students' agentic engagement by frustrating both of their autonomy and relatedness needs. Teachers' conditional positive regard thwarted students' sense of autonomy, which consequently undermined their agentic engagement. The findings are discussed in terms of conditional positive and negative regard as undesirable classroom motivational practices and the mechanisms through which they operate. The discussion also notes the importance of investigating contextual factors at the classroom level.
机译：教师有条件的积极考虑和有条件的负面关注是课堂中的常用动机技术。本研究调查了各自对青少年学生的代理商的影响，同时考虑到学生的基本心理需求，作为潜在的调解员。从30名教师和651年到第10年级学生（52％的女性）收集的数据用于测试多级中介模型。结果表明，教师的有条件负面指出，通过挫败他们的自主权和相关性需求来破坏学生的代理商参与。教师有条件的积极考虑挫败学生的自治感，因此破坏了他们的贸易商参与。这些发现是根据条件的积极和负面形式作为不良课堂动机实践和他们经营的机制讨论的结果。讨论还指出了调查课堂级别的上下文因素的重要性。

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